OJS Karolinum (Charles University)
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On Discussion of Memory in the Czech Context of the "Second Life"
No full textFrancouzská debata o paměti má kořeny především v díle Maurice Halbwachse (Les cadres sociaux de la mémoire, 1925). Halbwachsova základní teorie spočívá v tom, že mmeorie neexistuje sama o sobě, ale je vždy definována tzv. sociálními rámci. Ty nejsou statusovými prvky paměti, ale jsou tvořeny prioritami společnosti. Dalším důvodem neexistence paměti "o sobě" je forma komunikace (řeči). V tomto ohledu Halbwachsovu teorii potvrzují zejména analýzy Rolanda Barthese. Halbwachsovy myšlenky dnes inspirovaly dvě hlavní historická hnutí, obě spojená především s tzv. komemoračními slavnostmi. Eric Hobsbawm se zabývá především problematikou vědomého utváření společenské a historické paměti prostřednictvím takového jednání, zatímco Paul Connerton, představitel historického bádání tohoto druhu po "lingvistickém" zlomu, se soustřeďuje především na vnitřní symboliku a strukturu události. V českých podmínkách je koncept "druhého života", s nímž je otázka sociální a historické paměti velmi úzce spjata, předmětem vědeckého zpracování již od 70. let 20. století, ale pod vlivem současné situace se ubírá jiným směrem než tento druh bádání ve Francii nebo (po vzoru Francie) v Německu.The French debate on memory has its roots mainly in the work of Maurice Halbwachs (Les cadres sociaux de la mémoire, 1925). Halbwachs´ basic theory is that memory does not exist in itself, but is always defined by what are known as "social frameworks". The latter are not status elements of memory but are formed by the priorities of society. Another reason for the non-existence of memory "in itself" is the form of communication (speech). In this respect Halbwachs´ theory is confirmed by the analyses of Roland Barthes, in particular. Halbwachs´ ideas have inspired two main historical movements today, both of them related chiefly to what are known as commemorative festivals. Eric Hobsbawm is concerned above all with the problems of the conscious formation of social and historical memory through these acts, while Paul Connerton, a represent of historical research of this kind after the "linguistic" turning point, concentrates mainly on internal symbolism and the structure of the event. In Czech conditions the concept of the "second life" with which the question of social and historical memory is very tightly connected, has been the focus of scholarly treatment since the 1970s, but under the influence of the current situation it has taken a different direction to this kind of research in France or (taking the French as model) in Germany
Big History
Get PDFKoncepce big history zde podrobujeme kritice z konstruktivistické perspektivy a z pohledu historickovědního nominalismu. Ukazujeme, že pokud by big history směřovala k tomu, aby byla jen jakousi scientifikací Hegelovy filosofie dějin, nebyla by epistemologicky produktivní. Bude-li big history ale rozvíjena na půdě konstruktivistické metodologie dějepisectví, může být vhodným korektivem přílišné drobnohlednosti některých směrů současného dějepisectví. Svoji argumentaci opíráme o rozbor původu problému celistvosti komplexity dějin v debatách mezi filosofií dějin a rodící se historickou vědou v 19. století, dále například o vymezení vztahu mezi big history, histoire totale a velkými procesuálními dějinami. Velké dějinné koncepce se nám jeví jako vždy kulturně zbarvené a zároveň otevřenou otázkou zůstává míra jejich možné hodnotové neutrality.In this text we criticize the concept of big history from a constructivist perspective and from the perspective of historical nominalism. We show that if big history tends to be a kind of scientification of Hegel\u27s philosophy of history, it would not be epistemologically productive. But if big history is developed on the ground of a constructivist methodology of history, it can be a useful corrective to the excessive tendency to smallview of some strands of contemporary history. We base our argument on an analysis of the origins of the problem of the complexity of the totality of history in the debates between the philosophy of history and the nascent historical science in the nineteenth century, as well as, for example, on a delineation of the relationship between big history, histoire totale, and grand processual history. Big history concepts appear to us as always culturally coloured, while the extent of their possible value neutrality remains an open question
Collecting as Man’s Intimate Relationship with Things: An Ethnographic Study of Collecting the Ordinary in South‑western France
Get PDFThis paper develops an anthropological approach in order to examine the collecting of “ordinary things” as a private, home-based, leisure activity. The research was conducted in the region of Nouvelle Aquitaine, located in the south-west of France, where the author has lived since 2012. The aim of this ethnographic research is to describe the interaction between two interconnected worlds, the human and the material. Objects, as such, cannot be attributed to any single category – be they utilitarian, decorative, or fetish-objects etc. In fact, every object has the capacity of becoming singular in the eyes of the possessor. Their varying importances will depends on the owner’s perspective and the meaning he or she may attribute to them. They become a part of peoples’ lives, shaping and helping to create their identity. Collectors, taken in by these objects, reserve for them a special place in their homes, going so far as devising special rules for their use
Formation of Social Bonds in School on the Basis of Gender, Ethnic, and Social Delimitation
Get PDFThrough the observation of educational settings, this article raises issues concerning the social status of Roma children in the context of schooling. The article deals with social distance dynamics among pupils in elementary school, and its impact on their position in the social hierarchy. It is based on long-term qualitative fieldwork. The central method of the fieldwork was observation. The results draw attention to many aspects of social exclusion in educational settings
Homo historicus as a Plastic or Elastic Self-Domesticated Species? Several Notes on the Analogy between Biological and Cultural Evolution
Get PDFBiosemiotics (Barbieri, Markoš) is used in the discussions of analogies between biological species and (human) cultures. The theory of “frozen evolution” contends that biological species behave the same in their elastic stage of development as cultures do in their development (Flegr). In biosemiotics, the narrative is attributed to life itself at all of its developmental stages (Markoš). This all gives clear ground for the humanities and social sciences, especially for the historical sciences, to enter discussions with biology and to apply their discoveries with regards to the character of cultural development (here, culture is understood as a semiotic system). Primarily, it is necessary to differentiate between the interpretative analogies of species and cultures (which only have a noetic and methodological function) and ontic analogies (which have a real congruence with the dynamic structures of “species” and “cultures”). Historical sciences enter this discussion using methods that are more open to interpretation and are semiotically more volatile (polysemic) than those of biology. The humanities prove to offer an interpretation of the gradual growth of the ability to control aggression, which rivals the interpretations of evolutionary anthropology and biology. Thus, the need to rethink in more detail what the comparable counterpart to biological species is arises, especially if we wish to describe the elastic phase of its development using an analogy to the development of human cultures (the following pair seems to come to mind: higher taxons – culture; in comparison to this first pair, there is also one that is one level lower, yet rather allows for comparison: species – selected configurations of cultural contents, cultural variants). It also shows the need to analytically differentiate culture from human behaviour/actions influenced by culture so that it could truly be a comparison of the elasticity of a species and the elasticity inside a certain circle of cultural contents (variants). At those places where biosemiotics takes interest in the origins of human reflexive spirituality and of the experience of transcendence in the last several millennia (Markoš), it can productively cross paths with the civilisationist theory of “axial transformation” (Arnason). However, there is always the issue of how to scientifically connect external signs with the internal experiences of the studied actors. The relationship between external “behavior” (behavior, pratiques, Verhalten) and inner “mental representations” is always discussable from the perspective of science only when using a certain degree of hypothesis. In constructing this image, it shall always be affected by certain meta-physical, meta-biological, or meta-historical assumptions, stemming from, for example, the philosophical analysis of spirituality, transcendental consciousness, or phenomena
The Meaning of Family Structures and the Family’s Role in Establishing the Social Identity of Members of the Greek‑Catholic Community in the Town of Beit Sahour: (Palestinian Autonomy)
Get PDFThis article depicts the social identity of the Greek-Catholic Community in the town of Beit Sahour, with a focus on the internal interactions and relationships of its members. The present article focuses mainly on the functioning of family ties and kinship. This article is primarily based on the field research that I carried out between 2009 and 2012 in the West Bank, and which is the main source of data. By analysing and interpreting this data, I try to answer the question of how specific partial internal interactions and relationships within the community confirm or undermine the social identity of its members. This article describes the specific internal life of the Greek-Catholic Community in the town of Beit Sahour, and tries to uncover the practices that strengthen and maintain social identity within the group, such as clan and family relationships, connected also with gender issues and everyday stereotyped behaviours. I try to also show the social identity of the members of the Greek-Catholic Community shaped by family and clan structure through specific situations, such as caring for a sick member of this Community, raising children, and the specific roles of each member of the nuclear families
Being Perfect, or Adult? Contemporary Students Reflected in the Theatre-of-the-Oppressed
Get PDFThe article presents the data collected during the application of the theatre of the oppressed method among the students of the Faculty of Humanities, Charles University of Prague in 2012–13. Students chose the theme of the pressure to “be perfect” as a result of their team work. The theatrical plays that resulted out of the group work were presented by the forum method; focus group meetings and individual interviews with students followed. Based on this experience, there are several topics discussed in the article: The method of the theatre of the oppressed is analysed as one of methods of action research; The pressure to “be perfect”, which was chosen as a main form of oppression in students’ group, is analysed in the context of the political changes in the Czech Republic after 1989. The last question discussed is to what extent is it possible to use this kind of data in the “traditional” interpretation of social reality in conventional qualitative research
Matematika a fyzika ve škole, Jevíčko 16. – 18. 8. 2023
No full textZpráva o průběhu semináře Matematika a fyzika ve škole pro učitele matematiky a fyziky v Jevíčku od 16. do 18. 8. 202
Základní principy bayesovských metod
No full textTento článek se zabývá základními principy bayesovských postupů založených na Bayesově vzorci a větě o úplné pravděpodobnosti. Představuje tyto formule pro náhodné jevy a pro náhodné veličiny a formou jednoduchých úloh přibližuje myšlenky, které umožňují na základě jednotlivého empirického výsledku odhadovat rozdělení pravděpodobnosti v obecné situaci. V prováděných úvahách je užíváno jedno ze základních pravidel pro pravděpodobnost – tzv. princip indiference. V závěru je na základě bayesovských postupů odvozeno pravidlo následnosti.  
Engaging Student Teachers with Evidence: Trainers’ Perspectives of Barriers and Opportunities
Get PDFPříští generace učitelů bude zodpovědná za rozvoj myšlení založeného na důkazech, za zapojení výzkumných důkazů do své praxe a za podporu kritického myšlení u studentů ve školách. V této souvislosti je užitečné zjistit více informací o tom, jak se studenti učitelství během své přípravy zabývají důkazy. Cílem této výzkumné studie bylo zjistit překážky, které studentům učitelství brání v zapojení do práce s důkazy, a způsoby, jak tyto překážky překonat, a to z pohledu vzdělavatelů učitelů, kteří s nimi pracují. Naše zjištění naznačují, že studenti jsou více motivováni k zapojení do výzkumu, pokud jej vnímají jako normu, tj. že se to v jejich práci očekává, a pokud je zapojení strukturováno způsobem, který uspokojuje jejich potřeby autonomie, kompetence a vztahovosti (Ryan & Deci, 2017). Také poukazují na roli povzbuzení prostřednictvím jednoduchých pobídek. Diskutujeme o tom, jak může podpora zapojení do výzkumu přispět k řešení současných i budoucích výzev ve vzdělávání, a navrhujeme pedagogiku založenou na důkazech jako cennou cestu vpřed. In society, rights and well-being are threatened by misinformation. The next generation of teachers will be responsible for progressing evidence-based thinking in schools. In this context, it is useful to find out more about student teachers’ engagement with evidence during their training. This interview study aimed to investigate barriers to student teachers’ evidence engagement, and ways to overcome these barriers, from the perspective of the teacher trainers who work with them. Our findings suggested that trainees are more motivated to engage with research if they see it as a norm and expectation of the job, if engagement is structured in ways that meet their needs of autonomy, competence, and relatedness (Ryan & Deci, 2017), and if it is prompted and encouraged by simple nudges. We discuss how promoting research engagement can contribute to education’s current and future challenges, and suggest evidence-based pedagogy as a valuable route forward