OJS Karolinum (Charles University)
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Character Education in European Schools: A comparative study – teachers and parents
No full textTato zpráva shrnuje výsledky projektu TEPACE (Teachers’ and Parents’ Perspectives on Character Education in Europe), který analyzuje postoje učitelů a rodičů k výchově charakteru (character education) ve školách ve vybraných zemích Evropy. Studie pokrývá sedm zemí (Rakousko, Česko, Velká Británie, Lotyšsko, Polsko, Slovensko a Španělsko) a čerpá z rozsáhlých datových souborů (2 652 učitelů a 7 918 rodičů). Studie se uskutečnila ve spolupráci s platformou ECVA (European Character and Virtue Association, https://ecva-character.org). Hlavní výzkumné otázky se týkají významu výchovy charakteru, rozdílů mezi zeměmi v preferencích různých charakterových ctností a vztahu mezi akademickým úspěchem a rozvojem dobrého charakteru. Studie také zkoumá faktory, které ovlivňují postoje učitelů k této problematice, včetně jejich pedagogické zkušenosti, typu školy a osobní důvěry ve vlastní schopnost integrovat výchovu charakteru do výuky.This report summarizes the findings of the TEPACE project (Teachers’ and Parents’ Perspectives on Character Education in Europe), which analyses teachers’ and parents’ attitudes towards Character Education in schools across selected European countries. The study covers seven countries (Austria, the Czech Republic, the United Kingdom, Latvia, Poland, Slovakia, and Spain) and draws on extensive datasets (N_teachers = 2,652; N_parents = 7,918). The research was conducted in collaboration with the European Character and Virtue Association (ECVA, https://ecva-character.org). The main research questions address the significance of Character Education, cross-country differences in the preference for various character virtues, and the relationship between academic achievement and the development of good character. The study also examines factors influencing teachers’ attitudes toward this issue, including their teaching experience, school type, and personal confidence in their ability to integrate Character Education into their teaching practices
A Sick Body, a Sick Mind. The Last Taboo in Biography
Full text linkVztah mezi osobním a veřejným je jedním ze základů biografie. Pokud chce životopisec interpretovat život veřejné osobnosti, musí se tedy v každém případě zabývat tím osobním. Je podivné, že k tomu dochází jen velmi zřídka, pokud jde o něco tak osobního jako nemoc. Je to pravda zvláště v případě fyzické nemoci. Pokud jde o nemoc duševní, jsou životopisci obvykle pozornějí. Tento příspěvek se zabývá významem nemoci v rámci biografie.The relationship between the personal and the public is one of the foundations of biography. To interpret the life of a public figure, the biographer will, therefore, use the personal in any case. Strangely enough, biographers rarely do this when it comes to interpreting something as personal as illness. This is especially true for a physical illness. When the mind is sick, the biographer is usually more alert. This contribution is about the disease in the biography
Radmila PRCHAL PAVLÍČKOVÁ, Odpadlíci, noví křesťané a obyvatelé zpapeženělí: Náboženská proměna v pobělohorském období očima současníků, Praha 2023, Nakladatelství Lidové noviny, 184 s., ISBN 978-80-7422-946-6
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Early Reading of Children with Visual Impairment
No full textPříspěvek představuje nejnovější možnosti rozvoje čtení dětí se zrakovým postižením v reflexi současných výzkumů. Možnost sníženého přístupu k informacím je jeden ze základních deficitů osob se zrakovým postižením. Na základě konkrétních postupů představíme možnosti rozvoje dítěte se zrakovým postižením v rámci dovednosti osvojování informací prostřednictvím čtení.The article presents the latest possibilities for the development of reading in children with visual impairments in the light of current research. The possibility of reduced access to information is one of the basic deficits of people with visual impairments. Based on specific procedures, we will present the possibilities for the development of a child with visual impairment within the skill of acquiring information through reading
“The Big Open”? Heterotopias and Colonial Expansion in North America
Full text linkModernity is characterised by a substantial transformation of space. The closed medieval space defined by a hierarchy of fixed places gives way to the open and infinite space of modern science and imagination. According to Michel Foucault, modern space “is presented to us in the form of relations of emplacement.” In contrast to fixed places, most emplacements are mobile and functional, yet not all of them are determined by their specific functions. For instance, “heterotopias” undermine the functional status of other emplacements. Moreover, heterotopias engender “heterochronias”, which attract attention to discontinuities of space and conventional time. As heterotopias, modern ruins unsettle the discourses of redemption and progress, and testify to the failures of economic or technological power. This is especially true about the “ghost towns” emerging during the colonisation of the American West as one of its major symbols articulating the space of the “Big Open”: the West as both an “exceptional” and a “national” region, historical as well as mythical experience. As discursive and material objects, ghost towns oscillate between the function of historical monuments of the Gold Rush, prosperous industrialisation or local settlement, and the squalor and obscurity of trash, which, however, can be fetishised or even monumentalised. From its outset, the colonisation of North America has been represented and justified by means of religious, as well as secular, apocalyptic narratives constructing the continent as a space of revelations (of the future destiny of nations or the end of history). As “spectres” (Jacques Derrida), ghost towns reveal an important feature of North American colonial expansion – the imaginary, illusory, but also real nature of the Frontier. Moreover, they may turn our attention to the functioning of modern borders, especially migration flows and social divisions
Between the Oneiric House and Heterotopias: Polly Crosby’s The Illustrated Child through Bachelardian and Foucauldian Lenses
Full text linkThe present reflections on the treatment of place and space in the debut novel by a contemporary English author, Polly Crosby (b. 1980), The Illustrated Child (2020), are mostly inspired by Gaston Bachelard’s topoanalysis, mentioned in his Poetics of Space, which ascribes the house a crucial role in the life of a child. The combination of the youthful protagonist and the setting of the novel, Braër, an old solitary farmhouse amid the Suffolk countryside, provides fertile ground for the consideration of multiple phenomenological notions of this French philosopher, who has recently become of interest again to artists, architects and academics. In addition to the house itself, special attention is paid to his conception of the attic and of the casket in confrontation with how they are presented in the novel. This initial kinship of the setting with Bachelard’s writing is further reinforced by the significance of water in the narrative, which resonates well with his treatment of the imagination of matter, namely in his book Water and Dreams. In the latter part of this paper, the focus shifts to the novel’s specific secondary locations tracing the protagonist’s rare but significant journeys from the intimacy of home to the outside world. These destinations, among which the most important are the circus and the nursing home, recall and offer confrontation with the concept of heterotopias introduced by Michel Foucault in his seminal essay “Of Other Spaces”
Comenius and Descartes: Philosophy, universe and authority
Full text linkKomenský a Descartes: filosofie, svět a autorita. – Článek srovnává filosofii R. Descarta a J. A. Komenského. Zaměřuje se na podobnosti v jejich filosofickém myšlení. Autor dokládá, že oba filosofové sdílejí podobný názor na roli filosofie v lidském životě.Comenius and Descartes: Philosophy, universe and authority. – The article compares the philosophy of R. Descartes and J. A. Comenius. It is focused on the similarities in their philosophical thinking. We claim that both philosophers share a close concept of the role of philosophy in human life
Early literacy and reading development
No full textPrvní číslo devátého ročníku časopisu Gramotnost, pregramotnost a vzdělávání je věnováno ohlédnutí za pátým ročníkem konference Čtu a stávám se čtenářem 2024, která se uskutečnila na Pedagogické fakultě Univerzity Karlovy. Představuje první část příspěvků reflektujících témata konference: inovace v pregraduální přípravě učitelů mateřských škol, digitální gramotnost a využití ICT u žáků se specifickými poruchami učení, role školních knihoven v rozvoji čtenářství, možnosti rozvoje hudební gramotnosti prostřednictvím aplikace MelodicaPlus a přístupy k počátečnímu čtení u dětí se zrakovým postižením. Nechybí ani příklad knihovnické pedagogiky propojující činnost univerzitní knihovny s podporou čtenářství. Číslo tak nabízí široké spektrum inspirativních textů propojujících výzkum, inovativní praxi a inkluzivní přístup ve vzdělávání.The first issue of the ninth volume of Literacy, Pre-literacy and Education is dedicated to reflecting on the fifth annual conference Reading: I Read and Become a Reader 2024, held at the Faculty of Education, Charles University. It presents the first selection of contributions addressing key conference themes: innovation in pre-service training of preschool teachers, digital literacy and the use of ICT for students with specific learning difficulties, the role of school libraries in fostering reading, the development of musical literacy through the MelodicaPlus application, and approaches to early reading instruction for children with visual impairments. The issue also highlights an example of library pedagogy linking university library activities with the promotion of reading. Collectively, these contributions offer a broad spectrum of insights that connect research, innovative practice, and inclusive approaches in education
The Title Not Taken…
Full text linkThe evolution of a literary title, from its working inception to its final form, often offers profound insights into an author’s creative journey and intent. A function of a title is to guide the interpretation of a text. The direction of the work may have changed by the time a final title is decided upon and working titles have been discarded. T.S. Eliot’s The Waste Land originally began life as He Do the Police in Different Voices, thus indicating that it is indeed a poem of several, often competing, voices. Exploring the “back story” frequently sheds light on the finished work. It is sometimes the publisher who overrules the author and decides on a move away from a working title to make the work more saleable and attractive. Some authors opt for secondary or sub-titles to make their intentions clearer. Titologists agree on the critical importance of a title to label, seduce, and provide information on the content of the work. Critically a working title changed to a final title can affect the way in which the reader will approach the work and how differently the work is received. Most titological analysis focuses on the final, given title, usually well-known to readers. The objective of this paper is to emphasise the significance of the focus-shift from provisional working titles to final titles, and explore the altered perceptions that this might trigger
The Mirror of Satire: Reflections on Democracy in Alex Roy-Omoni’s The Ugly Ones
Full text linkSince achieving independence in 1960, Nigeria has grappled with entrenched corruption and institutional decay, overshadowing its vast natural and human resources and stifling its developmental potential. The systemic corruption pervasive within the nation’s governance structures deepens the chasm between its political elites and the ordinary citizenry, casting a dark shadow over Nigeria\u27s democratic aspirations. In The Ugly Ones, dramatist Alex Roy- Omoni confronts these enduring challenges, skilfully using satire to critique the fractured political landscape of Nigeria, where personal ambition often eclipses public responsibility, and power is wielded as a tool of self-aggrandisement rather than a vehicle for social reform. This paperis therefore, an inquiry into Roy-Omoni’s sophisticated use of satirical drama, examining how The Ugly Ones reflects Nigeria’s tumultuous democratic experiment. Through satire, allegory, and irony, Roy-Omoni captures the ethical, cultural, and political dissonances that underpin Nigeria’s postcolonial governance, positioning his work as both a searing critique of the status quo and a call for introspection within African literature. By analysing the play’s structural, thematic, and performative elements, this paper illustrates the unique role of satire in Nigerian – and broader African – literature as a powerful instrument of societal critique and a mirror reflecting the contradictions that undermine democratic ideals