OJS Karolinum (Charles University)
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A New Search for and Old Russia: Contemporary Russian Research on the Kievan and "Partition" Periods of Russian History
No full textThe aim of this study is to provide an elementary overview of contemporary Russian research on the history of Russia up until the 15th century and to present some of the issues to which contemporary Russian medieval studies is currently devoting itself. After a period of enforced isolation, Russian scholars in the 1990s began concerning themselves intensively with the methodologies used in Western medieval studies and has been trying to apply them to Eastern European historical material which Western medieval studies has heretofore – with rare exceptions – largely ignored. Following the establishment of democracy in academia, the need to revise the landscape of the history of the Russia of the Kievan and "partition" periods became apparent. However, due to the character of Russian sources, it is not possible in any simple way to transfer the methods used in working with Western medieval materials to the study of these periods. This is why the new historical fields have devoted themselves primarily to the 16th and 17th centuries, which provide the richest and most varied sources materials. Although it is certain that Russian medieval studies has succeeded in overcoming the crisis it experienced in the 1990s, one of the central problems afflicting contemporary Russian and Western medieval studies remains: the absolute separation between research on the middle ages in Russia and in Western and indeed in Central Europe.The aim of this study is to provide an elementary overview of contemporary Russian research on the history of Russia up until the 15th century and to present some of the issues to which contemporary Russian medieval studies is currently devoting itself. After a period of enforced isolation, Russian scholars in the 1990s began concerning themselves intensively with the methodologies used in Western medieval studies and has been trying to apply them to Eastern European historical material which Western medieval studies has heretofore – with rare exceptions – largely ignored. Following the establishment of democracy in academia, the need to revise the landscape of the history of the Russia of the Kievan and "partition" periods became apparent. However, due to the character of Russian sources, it is not possible in any simple way to transfer the methods used in working with Western medieval materials to the study of these periods. This is why the new historical fields have devoted themselves primarily to the 16th and 17th centuries, which provide the richest and most varied sources materials. Although it is certain that Russian medieval studies has succeeded in overcoming the crisis it experienced in the 1990s, one of the central problems afflicting contemporary Russian and Western medieval studies remains: the absolute separation between research on the middle ages in Russia and in Western and indeed in Central Europe
Marc Bloch, Králové divotvůrci. Studie o nadpřirozenosti přisuzované královské moci, zejména ve Francii a Anglii
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"And Also Because I have Not Dug the Field of My Heart": A Contribution to the Question of the Thematisation of the Self among Czech Secret Non-Catholics in the 18th Century
No full textThis article carries on from the analysis of the "religious culture" of Würtemberg Lutheran pietism offered by Ulrike Gleixner, and is based on the theoretical concepts of culture used in Anthropological History and New Cultural History. Gleixner´s study shows the central importance in religious culture that "rebirth in the Holy Spirit" had for the thematisation of the self among 18th-century pietists. The question is whether we might find similar cultural categories serving as instruments of thematisation of the self in the "religious culture" of 18th-century Czech non-Catholics, who were partially influenced by Lutheran pietism. The article is focused on the analysis of a number of selected sources (especially the letters of the Czech serf Matěj Němeček of 1732, in which he gives reasons for his departure into Protestant exile), and it considers how the categories of "rebirth", the "heart" and "conscience" are treated. While Němeček does not speak directly of "rebirth", in the way that he describes himself we can find equivalents to rebirth that in a certain sense show a sectarian character (he regards a secular promise as sinful, the religious transformation of the self needs to be affirmed by emigration to a non-Catholic country, and this is understood as a work of salvation).This article carries on from the analysis of the "religious culture" of Würtemberg Lutheran pietism offered by Ulrike Gleixner, and is based on the theoretical concepts of culture used in Anthropological History and New Cultural History. Gleixner´s study shows the central importance in religious culture that "rebirth in the Holy Spirit" had for the thematisation of the self among 18th-century pietists. The question is whether we might find similar cultural categories serving as instruments of thematisation of the self in the "religious culture" of 18th-century Czech non-Catholics, who were partially influenced by Lutheran pietism. The article is focused on the analysis of a number of selected sources (especially the letters of the Czech serf Matěj Němeček of 1732, in which he gives reasons for his departure into Protestant exile), and it considers how the categories of "rebirth", the "heart" and "conscience" are treated. While Němeček does not speak directly of "rebirth", in the way that he describes himself we can find equivalents to rebirth that in a certain sense show a sectarian character (he regards a secular promise as sinful, the religious transformation of the self needs to be affirmed by emigration to a non-Catholic country, and this is understood as a work of salvation)
Utilization of Robotic Kits in Education
No full textČlánek představuje návrh výuky informatiky realizované vyučujícími ve vyšších ročnících 1. stupně ZŠ, s ohledem na revize RVP ZV, zaměřené do oblasti edukační robotiky, včetně postřehů a závěrů z jejího ověřování v praxi. Metodika je založena na gradujících, vzájemně provázaných aktivitách s využitím robotických stavebnic, jejichž primárním cílem je vytvoření prvotních konceptů pro rozvoj algoritmického myšlení u žáků 1. st. ZŠ. Důraz je kladen na rozvoj digitální gramotnosti a klíčových kompetencí, jakými jsou například kritické myšlení, řešení problémů, spolupráce a komunikace. Dále se článek věnuje implementaci robotických sad (LEGO WeDo/LEGO Spike Essential) v přípravě budoucích i současných vyučujících 1. stupně základních škol, kde jsou na základě navržené metodiky představeny konstruktivistické, projektové a heuristické metody výuky. Cílem příspěvku je poskytnout inspiraci k novým způsobům vzdělávání v oblasti prvotního rozvoje informatického myšlení.The article presents a proposal for teaching computer science by teachers in the higher grades of the first level of primary schools, taking into account the revisions of the Framework Education Program for Elementary Education (RVP ZV) with a focus on educational robotics. It includes insights and conclusions from practical applications of this approach. The methodology is based on progressive, interconnected activities using robotic construction kits, primarily aimed at creating initial concepts for the development of algorithmic thinking in primary school students. Emphasis is placed on developing digital literacy and key competencies such as critical thinking, problem-solving, collaboration, and communication. Furthermore, the article addresses the implementation of robotic kits (LEGO WeDo/LEGO Spike Essential) in the training of future and current teachers of the first level of primary school. Constructivist, project-based, and heuristic teaching methods are presented based on the proposed methodology. The article aims to inspire new approaches to education that foster the initial development of computational thinking
Wolf, M. (2020). Reader, Come Home: The Brain and Reading in a Digital World
No full textKniha Čtenáři, vrať se: Mozek a čtení v digitálním světě (2020) od Maryanne Wolfové, světově uznávané kognitivní neuroložky a psycholožky, přináší vhled do vlivu digitálních technologií na proces čtení a vývoj čtenářských dovedností. Wolfová, ředitelka Center for Dyslexia, Diverse Learners, and Social Justice na UCLA, se v knize zabývá proměnami čtenářského mozku v digitální době a zkoumá, jak může čtení posilovat kritické myšlení a podporovat demokratické hodnoty ve společnosti. Využívá své bohaté zkušenosti z neurovědeckého výzkumu, historie písma i své pedagogické praxe, aby osvětlila, jak čtení formuje kognitivní a sociální vývoj člověka. Tato publikace navazuje na její předchozí díla, jako Proust and the Squid a Tales of Literacy for the 21st Century, a stala se důležitým přínosem pro odborníky i širší veřejnost.The book Reader, Come Home: The Reading Brain in a Digital World (2020) by Maryanne Wolf, a globally recognized cognitive neuroscientist and psychologist, provides insights into the impact of digital technologies on reading processes and the development of reading skills. Wolf, director of the Center for Dyslexia, Diverse Learners, and Social Justice at UCLA, explores the transformation of the reading brain in the digital age, examining how reading can enhance critical thinking and support democratic values in society. Drawing on her extensive experience in neuroscience research, the history of writing systems, and her pedagogical practice, she illuminates how reading shapes cognitive and social development. This publication builds on her previous works, such as Proust and the Squid and Tales of Literacy for the 21st Century, and has become a significant contribution for both experts and the general public
Reducing inequalities in education through the development of areas of early literacy and literacy.
No full textVážení čtenáři,
představujeme Vám druhé číslo sedmého ročníku časopisu Gramotnost, pregramotnost a vzdělávání. Téma tohoto čísla bylo otevřeno všem autorům, kteří se zabývají pregramotnostmi a gramotnostmi ve vzdělávání a jejich rozvojem u dětí, žáků a studentů. Je patrné, že všechny příspěvky tohoto čísla se více či méně dotýkají tématu čtenářské pregramotnosti či gramotnosti, která je základem pro školní úspěchy dětí a žáků a také pro jejich uplatnění na trhu práce.
Číslo se zaměřuje na vztah k čtení, porozumění textu, kritéria výběru knihy, úroveň čtenářských dovedností žáků, grafomotoriku studentů a připravenost studentů učitelství tyto oblasti systematicky rozvíjet u dětí a žáků.
Všechny příspěvky (sedm výzkumných studií a jeden příklad dobré praxe) reagují na aktuální potřeby společnosti a vzdělávacího systému a spojují teorii, výzkum a praxi. Autorky a autoři přibližují výsledky výzkumu, které směřují do běžné praxe mateřských a základních škol, ale i do oblasti psychologického a speciálněpedagogického poradenství.
Další společným rysem výzkumných studií je, že jsou výstupem projektů (Grantová agentura Univerzity Karlovy, Kultúrna a edukačná grantová agentúra Ministerstva školstva, vedy, výskumu a športu Slovenské republiky) a většina z nich vznikala v širších autorských kolektivech. Tyto faktory přispívají ke kvalitě všech příspěvků a splňují požadavky na odborné studie v recenzovaných časopisech.Dear readers,
We are pleased to present the second issue of the seventh volume of the journal Literacy, Pre-literacy, and Education. The theme of this issue was open to all authors focused on pre-literacies and literacies in education, specifically their development in children, pupils, and students. It is evident that all contributions in this issue address, to varying degrees, the topics of early literacy or literacy, which are foundational skills influencing not only academic success but also future employment opportunities.
The issue explores various aspects such as the relationship with reading, text comprehension, criteria for selecting books, the reading skills of students, students\u27 graphomotor skills, and the readiness of teacher training students to systematically develop these areas in children and pupils.
It is encouraging to note that all contributions (seven research studies and one example of good practice) respond to the current needs of society and the education system, forming a bridge between theory, research, and practice. The authors present research findings that are directly applicable to the everyday practice in kindergartens and primary schools, as well as psychological and special educational counseling.
Another common thread among the research studies is that they are the result of projects funded by the Grant Agency of Charles University and the Cultural and Educational Grant Agency of the Ministry of Education, Science, Research, and Sport of the Slovak Republic. In most cases, these projects were carried out by larger author teams, contributing to the high quality of all contributions and meeting the standards required for expert studies in peer-reviewed journals
Bibliografie druhých deseti ročníků časopisu Lidé města / Urban People, 2009-2018
Get PDFČasopis Lidé města/Urban People vydává Fakulta humanitních studií Univerzity Karlovy, vychází třikrát ročně. Z toho dvakrát ve verzi české (č. 1 a 3) péčí šéfredaktora Zdeňka R. Nešpora a jedenkrát ve verzi anglické (č. 2) dílem šéfredaktorky Hedviky Novotné. Bibliografii časopisu Lidé města/Urban People za léta 2009–2018 jsme připravili, abychom v přehledu představili jeho produkci za posledních deset let. Zároveň chceme dokumentovat vývoj periodika z hlediska volby tematického a oborového zaměření, i publikační aktivity autorů
Jaroslav Šotola – Mario Rodríguez Polo (eds.): Etnografie sociální mobility. Etnicita, bariéry, dominance: Univerzita Palackého, Olomouc 2016, 274 s.
Get PDFA review of the book by Jaroslav Šotola and Mario Rodríguez Polo
Pierre Hadot: Co je antická filosofie? Vyšehrad, Praha 2017, 320 s.
Get PDFA review of the book by Pierre Hadot
“In Normal Life, We Would Have Never Gotten Together”.: Narratives of Arranged Marriages of Three Generations in the Unification Church
Get PDFArranged marriages, together with mass weddings, are not the only remarkable practices of the Unification Church. Arranged marriages can also be viewed as the central point of the Unification Church members’ life histories. These biographies are continuously being created, shared, and retold within the group. Currently, three main generations meet in the Unification Church: the first generation, the second generation, and the neophytes. Members of each generation form their life-stories in a slightly different way. However, as I argue in this article, all of these biographies follow a four-stage structure when speaking about the “matching process”, which leads to the creation of a couple. All three of the generations also incorporate several “more powerful actors” in their narratives, who assist with accepting the chosen life partner and help keep the life trajectory going in the expected and accepted direction. Moreover, humor is always present to relieve any drama in the story. For the analysis, interviews from the Czech, the Slovak, and the American communities of the Unification Church were used, together with the author’s field notes and with Unification Church publications