OJS Karolinum (Charles University)
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Cultural Education in Local Context – Krakow as an Example
Get PDFKulturní výchova v lokálním kontextu – Krakov jako příklad. – Lokální kultura je ve vztahu k prostoru, ve kterém člověk žije. Pojem místo může znamenat prostor, kde člověk žije, tedy určitou část města nebo určitou část venkova, prostě nejbližší prostředí, kde člověk tráví svůj každodenní život. Mezi fyzickými a přírodními podmínkami, které tvoří místní prostor, existuje také sociální faktor a v širším kontextu také faktor kulturní. Lokalita často není totožná s administrativním uspořádáním společnosti nebo státu, ale odvíjí se od tradice a způsobu života člověka. Lidé rozhodují o tom, které místo a které hodnoty jsou důležité a významné. Lidé o věcech rozhodují a ztotožňují se s nimi. Tím se stávají nositeli určitých hodnot a předávají je dalším generacím.Cultural Education in Local Context – Krakow as an Example. (Kontekst lokalny edukacji kulturalnej – na przykładzie Krakowa.) – Local culture is in relation with space in which a man lives. A term place can mean a space where a man lives, that is a specific part of a town, or a specific part of countryside, simply the closest environment where a man spends his everyday life. Among physical and natural conditions that form the local space also a social factor exists, and in a wider context also a cultural factor. Often location is not identical with an administrative structure of society or state, but is derived from tradition and way of living of man. Men decide which place and which values are important and significant. Men make decisions about things and identify themselves with them. This way they become the bearers of certain values and pass them on to other generations
Positivism and liberalism: On Some Sources of the Czech Philosophy of History of the 19th Century
No full textPojem "pozitivismus" často používáme nepřesně, ve smyslu vědeckého odporu k filozofickému zobecňování. Zde se chci pokusit o rekonstrukci intelektuálního historického pozadí vzniku a charakteru západoevropského pozitivismu. Při vzniku této tradice sehrála významnou roli zkušenost Francouzské revoluce, kterou její kritici odsuzovali jako následek osvícenských teorií. Vědecké prokázání (tj. důkazem oproštěným od metafyzických spekulací) nevyhnutelnosti pokroku bylo považováno za způsob, jak zajistit, aby se společnost vyhnula slepým uličkám - teroru militárního despotismu, ale také aristokratické reakci. Šlo o to, že historické události, jen zdánlivě množství náhod a rozmarů, se ve skutečnosti řídí stejně neúprosnými zákony jako zákony nelidského přírodního světa. Rané pozitivistické myšlení bylo motivováno tímto základním impulsem, jak lze ukázat na dějinách Francouzské revoluce, které jsou charakterizovány v první části eseje. Klasická díla pozitivistických historických filozofických a sociologických myslitelů, která jsou předmětem druhé části eseje, jsou rovněž ideologická v tom smyslu, že vycházejí z dobových potřeb a zájmu překonat společenskou krizi a vědecky prokázat, že pokrok je nejen smysluplný, ale i nezadržitelný. Slabiny používaných koncepcí a argumentů, dnes již zcela zřejmé, byly do jisté míry jasné již Johnu Stuartu Millovi, který na Comtovu verzi teorie nevyhnutelného společenského vývoje uplatnil celou řadu liberálních korekcí. Obě varianty pozitivismu sehrály zásadní roli při formování historického myšlení T. G. Masaryka, ale koncepce francouzských historiků byly i v české historiografii patrnou inspirací.We often use the term "positivism" imprecisely, in the sense of scientific distaste for philosophical generalisation. Here I wish to attempt a reconstruction of the intellectural historical background to the origins and character of West European positivism. The experience of the French Revolution, denounced by its critics as the result of the Enlightenment theories, played a major role in the emergence of the tradition. Scientific demonstration (i. e. proof free of metaphysical speculation) of the inevitability of progress was seen as a way of ensuring that society avoided bling alleys – the terror of military despotism but also aristocratic reaction. The idea was that historical events, only superficially a mass of accidents and caprice, were in fact governed by laws as inexorable as those of the natural non-human world. Early positivist thought was motivated by this basic impulse, as can be shown in the histories of the French Revolution that are characterised in the first part of the essay. The classic works of positivist historical philosophical and sociological thinkers that are the subject of the second part of the essay are also ideological in the sense that they arise from period needs and interest in overcoming social crisis and scientifically demonstrating that progress was not just meaningful but unstoppadle. The weaknesses of the concepts and arguments employed, today very obvious, were to some extent already clear to John Stuart Mill, who applied a series of liberal corrections to the Comte´s version of the theory of inevitable social development. Both variants of positivism played a fundamental role in forming the historical thought of T. G. Masaryk, but the concepts of the French historians were also a discernible inspiration in Czech historiography
Robert Sak, Rieger. Konservativec nebo liberál? Martina Winkler, Karel Kramář (1860–1937)
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JANA OSTERKAMP, Řád v rozmanitosti: Dějiny federalismu v habsburské monarchii od doby předbřeznové do roku 1918, Praha 2022, Argo, 643 s., ISBN 978-80-257-3707-1
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Predictors for the Development of Arithmetic Skills in Pupils of Younger School Age
No full textThis study aims to map the predictors for the development of arithmetic skills in young school-age pupils. Specifi cally, the research investigation focused on comparing differences in performance between pupils with mathematical learning diffi culties and a control group of pupils. The respondents performed tasks focusing on executive functions, spatial abilities, as well as estimation and symbolisation of quantities. The performance of pupils with MLD (mathematical learning diffi culties) differed from that of children without identifi ed diffi culties, particularly on tests focusing on matching number symbols and on numeracy skills alone. Signifi cant, albeit smaller, differences between groups were also evident in non-symbolic quantity comparison and spatial skills (mental rotation). In terms of accuracy, we did not fi nd statistically signifi cant differences between the groups in any of the areas studied. The results indicate a close correlation between the speed of quantity symbolisation and the level of arithmetic skills.This study aims to map the predictors for the development of arithmetic skills in young school-age pupils. Specifi cally, the research investigation focused on comparing differences in performance between pupils with mathematical learning diffi culties and a control group of pupils. The respondents performed tasks focusing on executive functions, spatial abilities, as well as estimation and symbolisation of quantities. The performance of pupils with MLD (mathematical learning diffi culties) differed from that of children without identifi ed diffi culties, particularly on tests focusing on matching number symbols and on numeracy skills alone. Signifi cant, albeit smaller, differences between groups were also evident in non-symbolic quantity comparison and spatial skills (mental rotation). In terms of accuracy, we did not fi nd statistically signifi cant differences between the groups in any of the areas studied. The results indicate a close correlation between the speed of quantity symbolisation and the level of arithmetic skills
The Emergence and Demise of Narratives on the Example of the Journey of the St John Nepomuk Statue
Get PDFUsing the example of the statue of St John of Nepomuk outside Saint John the Baptist Church (Na Prádle) in Prague’s Lesser Town, the author presents a reflection on the wide range of ideas upon which the narrative of a historical monument located in the city’s landscape depends on. This sculpture is especially admired as an example of Baroque art. The location of this statue in front of Saint John the Baptist Church is one of the factors that creates the impression of a picturesque and visually attractive spot. At the same time, however, this statue is known to have been originally located on the opposite shore of the Vltava River. Until the beginning of the 20th century, it was part of a religious cult, and its presence in the Cattle Market (now Charles Square) was seen as part of a greater pilgrimage site in which St John of Nepomuk was revered. By studying sources and literature, the author gradually uncovers layers of meanings intertwined with this particular work. At the same time, the author reflects on the possible consequences of transferring (not only) religious monuments from their original locations, especially with regard to the city’s memory.Using the example of the statue of St John of Nepomuk outside Saint John the Baptist Church (Na Prádle) in Prague’s Lesser Town, the author presents a reflection on the wide range of ideas upon which the narrative of a historical monument located in the city’s landscape depends on. This sculpture is especially admired as an example of Baroque art. The location of this statue in front of Saint John the Baptist Church is one of the factors that creates the impression of a picturesque and visually attractive spot. At the same time, however, this statue is known to have been originally located on the opposite shore of the Vltava River. Until the beginning of the 20th century, it was part of a religious cult, and its presence in the Cattle Market (now Charles Square) was seen as part of a greater pilgrimage site in which St John of Nepomuk was revered. By studying sources and literature, the author gradually uncovers layers of meanings intertwined with this particular work. At the same time, the author reflects on the possible consequences of transferring (not only) religious monuments from their original locations, especially with regard to the city’s memory
Letní škola geometrie 2022
No full textPříspěvek podává stručnou informaci o proběhlém semináři pro pedagogy Letní škola geometrie, který se konal ve dnech 1. až 4. července 2022 v České Lípě
