Masaryk University Journals / Časopisy Masarykovy univerzity
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A glass of water : Philip Larkin and the ecolinguistic vision
No full textThis paper examines Philip Larkin's poetry through an ecolinguistic lens, exploring his understated yet profound engagement with the natural world. While Larkin is often regarded as a disenchanted poet of modernity, his works reveal a sensitivity to non-human agency, particularly in relation to water. Through an analysis of poems such as Water and Cut Grass, the study applies transitivity analysis and metaphorical reversal to highlight the way that Larkin subtly reconfigures ecological relationships, attributing agency to natural elements. His vision, though not conventionally environmentalist, challenges capitalist-consumerist ideologies and aligns with contemporary ecolinguistic concerns about re-centering the non-human. Larkin's elemental spirituality – seen in his emphasis on water and light – suggests an alternative to traditional religious structures, positioning nature as a site of transcendence. This study contributes to ecolinguistic discourse by demonstrating how poetic language can reframe human-nature relations in ways that resonate with ecological thought
Asmodeus and Co. in three Bohemian plays about Tobias
No full textThe figure of the devil appears very often in medieval and early modern drama. Although he is an inherently evil and dangerous being, he often brings comic elements into the plays and provokes laughter. This study focuses on the devil Asmodeus from the Old Testament Book of Tobit. Its aim is to compare the portrayal of this character in three Bohemian dramas and show how Asmodeus moves on a scale between a fearful being and a laughter-inducing one in these plays. The dramas analysed are Jan Aquila of Plavec’s Toboeus (1569, printed 1787), Pavel Kyrmezer’s A Comedy of Tobias (1581) and Tobias Junior by Georgius Dingenauer (1616). The study concludes that the two earlier dramas are rather close to each other: in both of the, the comic aspect of the characters of the devils predominates, and they are both clearly inspired by the book Život Adamův aneb jinák od starodávna Solfernus (The Life of Adam, or, Since Time Immemorial, Solfernus, 1553). This inspiration goes from the verbal echoes and a number of specific situations described in the plays, to the depiction of the devils as servants doing the bidding of the ruler of hellthis strong connection with vernacular literature is especially remarkable in the case of Aquila’s Latin drama. In the play Tobias junior, Asmodeus is conceived quite differently. He serves no master and his actions are driven by purely personal motivations: he kills Sarah’s husband because he himself loves her. The comic nature of his personality is very weakhe acts almost exclusively like an evil demon
The victory of the vanquished : a martyrological interpretation of the executed leaders of the Bohemian Revolt in Koruna neuvadlá mučedlníkův Božích českých
No full textIn the study of early modern Christian hagiography over the last twenty years, there has been a tendency not to adopt uncritically the concept of the post-Tridentine Roman Catholic Church which has appropriated the cult of saints and hagiography as its self-identifier, but to ask to what extent hagiography was practiced beyond Catholic writing. Martyrology seems to have been particularly productive in all early modern Christian denominations, especially in regions where the Reformation had gained significant influence. This case study tries to demonstrate that the aforementioned statement can also be applied to Bohemia, although this originally multi-confessional land with an overwhelmingly non-Catholic population gradually became a Catholic country during the 17th century. For the purpose of this study, Koruna neuvadlá mučedlníkův Božích českých was selected as a representative of 17th-century Bohemian hagiography of non-Catholic origin, being a text dealing with the public execution of the leaders of the Bohemian Revolt on 21 June 1621. Although it has been attributed to the Bohemian Utraquist priest and later religious émigré Jan Rosacius Hořovský (1581–1632), its author remains unknown. The key aim of the paper is to show that the work is a distinctly martyrological text with many traditional martyrological topoi. Another aim of the present analysis is to contribute to the study of martyrology as an art of interpretation with a subversive potential and of martyrological discourse as a tool of power
Supporting Science Argumentation Through Professional Development: How Facilitators Promote Teacher Learning of Challenging Practices
No full textThis study explores how continuous professional development (CPD) supports elementary science teachers in implementing complex pedagogical practices such as fostering discussions and argumentation in the classroom. Situated in the context of Chilean elementary education, where such practices are relatively new, the research examines the role of CPD facilitators in promoting teachers' professional growth. Using a qualitative approach, the study focuses on CPD sessions designed for elementary science teachers, analyzing how facilitators modeled dialogic pedagogy and supported teacher learning. Data were collected from online CPD sessions with eight teachers and four facilitators, using video recordings and field notes. The findings indicate that facilitators employed diverse support strategies, including clarifying concepts, offering examples, and encouraging evidence-based discussions, to help teachers address challenges and needs in planning and fostering the teaching of science argumentation. The study underscores the critical role of CPD in equipping teachers with tools to adopt novel teaching practices and provides insights into effective strategies. These findings may inform the design of CPD programs that address teacher needs and promote the integration of emerging practices like productive discussions and argumentation in contexts where they are not yet widespread.This study explores how continuous professional development (CPD) supports elementary science teachers in implementing complex pedagogical practices such as fostering discussions and argumentation in the classroom. Situated in the context of Chilean elementary education, where such practices are relatively new, the research examines the role of CPD facilitators in promoting teachers' professional growth. Using a qualitative approach, the study focuses on CPD sessions designed for elementary science teachers, analyzing how facilitators modeled dialogic pedagogy and supported teacher learning. Data were collected from online CPD sessions with eight teachers and four facilitators, using video recordings and field notes. The findings indicate that facilitators employed diverse support strategies, including clarifying concepts, offering examples, and encouraging evidence-based discussions, to help teachers address challenges and needs in planning and fostering the teaching of science argumentation. The study underscores the critical role of CPD in equipping teachers with tools to adopt novel teaching practices and provides insights into effective strategies. These findings may inform the design of CPD programs that address teacher needs and promote the integration of emerging practices like productive discussions and argumentation in contexts where they are not yet widespread
Can Peer Facilitation Promote Classroom Dialogue at Scale?
No full textTeacher professional development (TPD) programs are essential for fostering continuous teacher learning. Facilitators play a central role in these programs, mediating discussions and supporting learning. However, most research has focused on programs led by external professionals; such programs are resource-intensive and difficult to scale. This study reports on a peer-facilitated model designed to promote dialogic teaching in primary mathematics that was implemented in three primary schools in Chile. Peer facilitators implemented a program featuring content-focused sessions and reflective teaching cycles. Perceptions of the facilitator role were explored; the facilitators' actions in professional development meetings were documented and analyzed to characterize the role in detail and discuss its viability and potential. Data included interviews with teachers, facilitators, and school leaders, alongside video recordings of TPD sessions from two schools that completed the program. Findings suggest the peer-facilitator role is viable and has potential for promoting learning under certain conditions. Participants reported positive perceptions of peer facilitation; viability was related to role ownership and decision-making flexibility. Furthermore, facilitators demonstrated a repertoire of actions aimed at guiding the group, fostering a supportive learning environment, and contributing as equals. Facilitators engaged in a variety of practices, with adaptive variations depending on the type of activity at hand. Individual differences and some challenges were identified. This study highlights the potential of peer facilitation in TPD to offer scalable, cost-effective alternatives to traditional expert-led models, emphasizing the importance of context and support mechanisms and noting emerging challenges. The possibilities and limitations of a facilitator who has close ties with participants but is not an expert on the TPD program are discussed in relation to literature on facilitating educational dialogue and scalability. Findings can inform future efforts to design sustainable TPD programs that balance structure with adaptability while promoting local ownership.Teacher professional development (TPD) programs are essential for fostering continuous teacher learning. Facilitators play a central role in these programs, mediating discussions and supporting learning. However, most research has focused on programs led by external professionals; such programs are resource-intensive and difficult to scale. This study reports on a peer-facilitated model designed to promote dialogic teaching in primary mathematics that was implemented in three primary schools in Chile. Peer facilitators implemented a program featuring content-focused sessions and reflective teaching cycles. Perceptions of the facilitator role were explored; the facilitators' actions in professional development meetings were documented and analyzed to characterize the role in detail and discuss its viability and potential. Data included interviews with teachers, facilitators, and school leaders, alongside video recordings of TPD sessions from two schools that completed the program. Findings suggest the peer-facilitator role is viable and has potential for promoting learning under certain conditions. Participants reported positive perceptions of peer facilitation; viability was related to role ownership and decision-making flexibility. Furthermore, facilitators demonstrated a repertoire of actions aimed at guiding the group, fostering a supportive learning environment, and contributing as equals. Facilitators engaged in a variety of practices, with adaptive variations depending on the type of activity at hand. Individual differences and some challenges were identified. This study highlights the potential of peer facilitation in TPD to offer scalable, cost-effective alternatives to traditional expert-led models, emphasizing the importance of context and support mechanisms and noting emerging challenges. The possibilities and limitations of a facilitator who has close ties with participants but is not an expert on the TPD program are discussed in relation to literature on facilitating educational dialogue and scalability. Findings can inform future efforts to design sustainable TPD programs that balance structure with adaptability while promoting local ownership
Making Sense of School Principal Understanding of Innovative Ideas in a Centralized Policy-Making Culture : Insights From Kosovo
No full textThe Kosovo education system has made efforts to decentralize education competencies at the school level over the last two decades. However, many important functions, such as curriculum design and teacher professional development, remained largely the responsibility of the municipal and national governments. This does not imply that school principals became unable to initiate innovations and development activities related to curriculum implementation and teacher professional practice, but such leadership initiatives were not observed at the desired and necessary level. This research aimed to investigate how school principals in Kosovo understand innovation and to identify factors that influence the implementation of innovative ideas at the school level. Data for this research were collected through interviews with school principals, researchers, and policymaking representatives. The research findings suggest a model of how to transition to successful school reform management in a centralized policy-making culture. This transition should be resourced and managed through leadership practices that reflect the co-construction of school autonomy, introducing a socialization stage in school reform projects, considering the elements of adequate intervention timing as well as balancing between communicative and coordinative discourse in school reform projects. The research concludes that in a centralized policymaking culture, reform projects cannot ignore school principal understandings and processing of innovative ideas as the first condition for substantial and sustainable school improvement.The Kosovo education system has made efforts to decentralize education competencies at the school level over the last two decades. However, many important functions, such as curriculum design and teacher professional development, remained largely the responsibility of the municipal and national governments. This does not imply that school principals became unable to initiate innovations and development activities related to curriculum implementation and teacher professional practice, but such leadership initiatives were not observed at the desired and necessary level. This research aimed to investigate how school principals in Kosovo understand innovation and to identify factors that influence the implementation of innovative ideas at the school level. Data for this research were collected through interviews with school principals, researchers, and policymaking representatives. The research findings suggest a model of how to transition to successful school reform management in a centralized policy-making culture. This transition should be resourced and managed through leadership practices that reflect the co-construction of school autonomy, introducing a socialization stage in school reform projects, considering the elements of adequate intervention timing as well as balancing between communicative and coordinative discourse in school reform projects. The research concludes that in a centralized policymaking culture, reform projects cannot ignore school principal understandings and processing of innovative ideas as the first condition for substantial and sustainable school improvement
Ñāṇasatta Thera (1908-1984): the first Czech Buddhist monk
No full textMartin Novosad, a native of Vizovice in Moravia, was the first citizen of former Czechoslovakia to become a Buddhist monk. After his entry into the Buddhist community (saṅgha), which took place at Island Hermitage in Ceylon in 1938, he received the monastic name Ñāṇasatta Thera from the Venerable Ñāṇatiloka Mahāthera, one of the most prominent Western Buddhist monks of the time. Novosad/Ñāṇasatta, whose work and extraordinary life is the focus of this article, was an extremely interesting and renowned personage, especially in Sri Lanka/Ceylon. His contribution to the history of Theravāda Buddhism is also significant
Sinicisation of mind : everyday control and patriotic education in Tibetan areas of the PRC
No full textIn China, enhancing patriotic sentiments through patriotic education is seen by the Chinese Communist party as the means to achieve the "Chinese dream of the great rejuvenation of the Chinese nation." In the New Era of Xi Jinping, the core attempt of the communist party of China to build a community with a shared Chinese culture and shared values of socialism with Chinese characteristics is underway. The process of the systematic sinicisation of minority nationalities residing in the People's Republic of China, such as the Tibetans, includes restrictions on the use of intangible aspects of the minorities' culture such as language and religion and the nationalisation of its tangible features, ideological (re)education, and overall control of all aspects of people's everyday life. The contemporary state attempts at sinicisation are not only not inclusive, but instead even contribute to the further marginalisation of non-Han populations. This paper looks into ways of the "sinicisation of mind", which aims at a forceful assimilation of the Tibetans into an envisioned "Chinese" society compliant to the will of the ruling Communist Party of China