Masaryk University Journals / Časopisy Masarykovy univerzity
Not a member yet
25996 research outputs found
Sort by
Cyprus Question: An Overlooked Crisis of 1964
Get PDFThis year marks sixty years since the signing of the August ceasefire, which temporarily halted the bloody conflict between Cypriot Greeks and Cypriot Turks. This contribution aims to highlight the key and often overlooked moments in the history of the Republic of Cyprus in the second half of the 20th century, which significantly influenced not only the events on the island but also international politics—both in the context of the Cold War and in the relationship between the Turkish Republic and a unified Europe1, Greece, the USA, and not least the USSR. From a geopolitical standpoint, Cyprus was a strategic point between the USSR, the Suez Canal, and Europe, as well as an important link to the oil fields in the Persian Gulf region.2 From the aforementioned, it was clear that the events of 1964 could not have escaped the attention of the key players in global affairs at that time, and thus Cyprus became yet another hot spot of the Cold War
О схиме Патриарха Никона
No full textThe article is devoted to the last period of the life of Patriarch Nikon (†1681), the conditions of his imprisonment and the adoption of the "schima". The circumstances that led to his decision to become a "schimik" are considered, beginning with the events of 1650, when he was still Metropolitan of Novgorod. Particular attention is paid to his reception of the "great schima" in the Kirillo-Belozersky monastery in the last months of his life, and to the ceremony of his burial. From the author's observations, it should be emphasized that Nikon remains the only patriarch of the Russian Church to have accepted the "schima", but this aspect of his biography has not received due attention in historiography
Balkan Ortodoxy and ethnophiletism: past and present
No full textThe paper deals with ethnophiletism – a significant "heresy" within Orthodoxy, privileging one's own nation or language in church practice. Ethnophiletism played a role in the national revival of the Balkan nations (Greek fanariot efforts to control church structures in the 18th century, Bulgarian efforts to create their own church organization, etc.), but it is dangerous all the time. It is most visible today in some of the countries created by the break-up of Yugoslavia (Serbia, Montenegro, Macedonia). The author introduces the ethnophilic practice of the Orthodox Church hierarchy in the present day, points out its dangers, and shows some typical elements of ethnophilicism which contributed to the uncontrolled expression of nationalism in the 1980s and 1990s and which persist to the present day
Imagologia e diálogos iconotextuais : a cultura portuguesa em microrrelatos de Tabucchi
No full textNarrators who build fictionalised interpretations of different environments and figures of Portuguese culture are presented in the works by Antonio Tabucchi Mulher de Porto Pim, Viagens e outras viagens and Racconti com figure. Based on both imagology theorisation and cosmopolitanism, various aspects of Tabucchi's fictionalisation of the images and figures he uses will be considered. Tabucchi's point of view is characterized by overlapping simultaneous belongings, already visible in his lusophilia, however, his miscegenized point of view only acquires this property because his curiosity of the other makes him a citizen of the world. Tabucchi's peculiar points of view become evident when he recreates and interprets visions of Portuguese painters and writers. An analysis will be made of the resources chosen by the author to transmit to the reader the imagetic crossroads that he felt, the purpose being to distinguish among several variations and aspects used by the author.As obras de Antonio Tabucchi Mulher de Porto Pim, Viagens e outras viagens e Racconti com figure apresentam narradores que constroem interpretações ficcionalizadas de ambientes e figuras da cultura portuguesa. Com base na teorização sobre Imagologia e sobre o cosmopolitismo observar-se-á como Tabucchi ficcionaliza as imagens e as figuras captadas. O ponto de vista adotado por Tabucchi é marcado por pertenças simultâneas sobrepostas, visíveis na sua lusofilia, mas, este olhar já mesclado só ganha esta feição porque a sua curiosidade pelo Outro o faz cidadão do mundo. A peculiaridade do seu olhar fica evidente quando interpreta e recria as visões de pintores ou escritores portugueses. Seguindo esta ideia, analisar-se-ão os recursos escolhidos pelo autor para transmitir ao leitor os cruzamentos imagéticos que sentiu, almejando distinguir as suas variantes e matizes
Formative Diagnostics and Feedback: How Teachers Monitor and Support Student Progress
No full textDiagnostická činnost učitele je klíčovým prvkem efektivní výuky, který podporuje individuální rozvoj žáků prostřednictvím průběžného hodnocení jejich pokroku. Tento článek se zaměřuje na pedagogické diagnostikování v kontextu formativního hodnocení ve výuce (classroom-based formative assessment: CBFA). Studie byla realizována formou etnografického výzkumu na dvou základních školách, kde byla dlouhodobě sledována výuka šesti učitelů. Jejím cílem bylo zachytit proces průběžného formativního diagnostikování ve výuce a procesy navazující v rámci modelu CBFA. Metodologie zahrnovala pozorování (218 hodin výuky a 72 hodin dalších činností), polostrukturované rozhovory se šesti učiteli (n = 116) a čtyřiceti dvěma žáky (n = 51) a analýzu dat pomocí kódovacích technik. Výsledky ukazují, že vyučující ve výuce získávají informace o procesu učení žáků průběžně a vyhodnocují je a reagují na ně různým způsobem, aby vyvolali následnou reakci žáků, která rozvine jejich učení. Proces formativního hodnocení ve výuce je realizován bez explicitní práce s cíli žáků. Diagnostická činnost probíhá jak implicitně, formou monitorování žáků během výuky, tak explicitně, skrz cílenou podporu a diferenciaci výuky. Výzkum zdůrazňuje důležitost průběžného pedagogického diagnostikování jako součásti formativního hodnocení, která pomáhá učitelům efektivně přizpůsobovat výuku a podporovat učení žáků v reálném čase.Teachers' diagnostic activities are a key element of effective teaching, supporting the individual development of students through the ongoing assessment of their progress. This article focuses on pedagogical diagnostics within the context of classroom-based formative assessment (CBFA). The study was conducted using ethnographic research at two primary schools, with long-term observation of six teachers. The study aim was to capture the process of ongoing formative diagnostics in the classroom and the subsequent processes within the CBFA model. The methodology included observations (218 hours of teaching and 72 hours of other activities), semi-structured interviews with six teachers (n=116) and 42 students (n=51), and data analysis using coding techniques. The results indicate that teachers continuously gather information on student learning processes, evaluate it, and respond in various ways to elicit student reactions that further enhance their learning. The formative assessment process in teaching is implemented without explicit work with student goals. Diagnostic activities occur both implicitly, by monitoring students during instruction, and explicitly, through targeted support and differentiation of teaching. The research emphasizes the importance of continuous pedagogical diagnostics as a part of formative assessment, which helps teachers effectively adapt their instruction and support student learning in real time
Informačná tvorivosť pri digitálnom akademickom písaní
No full textPurpose – The aim of the paper is to explore relationships between information creativity and academic writing and report on results of two studies as part of a research project on information creativity in digital environment. We present a summary of studies of information literacy of doctoral students and information creativity in academic writing.
Methodology / design – We analysed related studies focused on information creativity, the use of AI for academic writing, and cognitive models of academic writing. We present two qualitative studies using an online focus group, written assignments of doctoral students (17), and a qualitative experiment with the use of AI for academic writing (8 master students). The data was analysed with the use of qualitative analyses, content analyses, conceptual modelling.
Results – Results of qualitative studies are interpreted from perspectives of perceptions of AI tools and practical experience with academic writing (using ChatGPT and other AI tools). Results of conceptual analyses are illustrated in two tables and confirmed mutual creative interactions of (doctoral) students and AI tools in principles of co-creativity, including inspirations, prompt engineering, topic structures, writing and revisions. The analyses resulted in a non-linear conceptual model of information creativity in academic writing with AI tools.
Originality / value – Results enhance our understanding of information creativity and academic writing in the context of AI literacy and collaboration of people and AI systems (co-creativity) as part of creative information ecologies. We articulate recommendations for university strategies and courses on AI literacy in creative academic writing. We recommend enhancement of AI literacy for information creativity and creation of academic products.Účel – Cieľom štúdie je preskúmať vzťahy medzi informačnou tvorivosťou a akademickým písaním a informovať o výsledkoch dvoch prieskumov v rámci projektu zameraného na informačnú tvorivosť v digitálnom prostredí. Sumarizujú sa novšie výskumy v oblasti informačnej gramotnosti doktorandov a informačnej tvorivosti pri písaní akademických prác.
Metodológia / dizajn – Analyzujú sa súvisiace výskumy zamerané na informačnú tvorivosť, využívanie umelej inteligencie (AI) pri digitálnom akademickom písaní, a kognitívne modely akademického písania. Prezentujú sa dva kvalitatívne prieskumy využívajúce skupinový rozhovor a písomné eseje doktorandov (17) a kvalitatívny experiment so študentmi (8) zameraný na akademické písanie s využitím AI. Dáta boli analyzované induktívnou kvalitatívnou analýzou, obsahovými analýzami, konceptuálnym modelovaním.
Výsledky – Výsledky kvalitatívnych štúdií sa interpretujú z aspektov vnímania nástrojov AI študentmi aj praktickej skúsenosti s akademickým písaním (ChatGPT a iné nástroje AI). Výsledky konceptuálnych analýz sú ilustrované v tabuľkách a potvrdzujú vzájomné tvorivé interakcie doktorandov (študentov) a AI v princípoch ko-kreativity, od inšpirácií, cez interakcie a formulovanie výziev, štruktúru tém, po tvorbu a revízie. Z analýz vyplynul nelineárny konceptuálny model informačnej tvorivosti pri akademickom písaní s využitím AI.
Originalita / hodnota – Výsledky umožňujú pochopiť informačnú tvorivosť pri digitálnom akademickom písaní v kontexte AI gramotnosti a spoluprácu človeka a AI systému (ko-kreativitu) ako súčasť kreatívnych informačných ekológií. Formulujú sa odporúčania pre stratégie univerzít a kurzy informačnej tvorivosti a AI gramotnosti v akademickom písaní a tvorbe. Odporúča sa rozvoj AI gramotnosti v kontexte informačnej tvorivosti a tvorby akademických produktov
Lhasa Tsuglakhang's Bathing Maitreya : the story of an unknown statue and its photographs
No full textThe paper deals with one statue located in the most sacred Tibetan Buddhist temple, Rasa Trulnang Tsuglakhang (ra sa 'phrul snang tsug lag khang), known also as the Jokhang in Lhasa, bearing the somewhat mysterious name of Bathing Maitreya. The 11th century statue is depicted in just two photographs and disappeared in 1966 during the so-called Cultural Revolution. The first black and white photograph is by Ernst Krause from 1939, the second is in colour by Josef Vaniš from 1954. The paper places both photographs in their proper historical, religious and factual context. For the first time, it publishes one of them, the Vaniš one, in its entirety, i.e. uncut, and correctly located and described. And for the second photograph, Krause's, the paper correctly identifies for the first time what it depicts. It is thus a visual reconstruction of a unique Tibetan statue, a replica of which is now in Lhasa in the same place as the original