This work deals with the changes of rhetorical education and emotional orders in the second half of the 18th century. The aim of the research is to assess the relations among language education, funtions of medias, anthropological models and expression of emotions on the Threshold of enlightenment. The background of the research shapes the transformation of rhetorical tradition. The research of the broad field of pedagogical, rhetorical and moral discurs is focused on the collegium of Karl Heinrich Seibt., Václav Smyčka., and Obsahuje bibliografické odkazy
The aim of the following study is to analyze Voltaire’s biography about Charles XII as an early part of Voltaire’s historiographical work and also to analyze the ideas of the Enlightenment the author used. The study also tries to answer the question which lesson a reader should get and which interpretations should be on the other hand avoided., Martin Liška., and Obsahuje bibliografické odkazy
The contribution explores the Prague origines of the first Prague and Austrian female author of the Enlightenment, Maria Anna Sager, born Rosskoschny (1719-1805). The reconstruction of the carreer of her father Anton Ferdinand Rosskoschny (1679-1734) at the Böhmische Statthalterei - he ended as "Registrator" and "Expeditor" - proves his social ambitions. On the other hand egodocuments of him conserved in the National Archives at Prague reveal the sorrows and the "stress" of the wellestablished fonctioner, not only his fear in front of the people, but also for his reputation, his family and his soul., Helga Meise., and Obsahuje bibliografické odkazy
In the War of the Austrian Succession one of the major turning points was when Maria Theresa was crowned Queen of Bohemia, because this step strengthened the power of the Houseof Habsburg in Central Europe. For people who belonged to the Reformed Church in the Kingdom of Hungary, this meant that they had to live their lives under the rule of a Catholic monarch. Debrecen was the centre of the Reformed Church and the city prepared for this political situation: pastor Mihály Komáromi H. delivered a special sermon to celebrate the coronation. In this sermon he acknowledged the fact that the Habsburgs had right to the Hungarian throne and tried to use this political advantage to improve the situation of the Reformed Church. This sermon became so popular that a manuscript was made from it and it was a popular reading in the Reformed congregations of the countryside., Ádám Hegyi., and Obsahuje bibliografické odkazy
A major reform in the reign of Joseph II was the establishment in 1786 of the provincial building directorates, through which the court aimed to regulate all public building works in the monarchy. Although the original aim of unifying building regulations throughout the realm was never achieved, the reform was a success and remained in force, with a few minor amendments, until the revolutionary year of 1848. One reason for its success was the elite corps of civil engineers who staffed these institutions. This study looks at advances in technical education, especially engineering, in the Habsburg monarchy from the beginning of the 18th century and the emergence of the Collegia Nobilia, or elite colleges, where graduates were prepared for a career in the Imperial Army. Besides military architecture, the colleges also taught the fundamentals of civil engineering, turning out some of the best‐trained creators of early modern architecture. The development and nature of this elite engineering training is examined with reference to the engineering academies of Prague, Vienna and Olomouc. In all three cases we stress the colleges’ status within the state framework, and their evolution in the light of changing official doctrine and methods of instruction. In all three cases it is clear that during the latter half of the 18th century the original ‘aristocratic’ colleges began to decline and were slowly replaced by similar state‐controlled establishments. As a first step, the court of Joseph II introduced a specialized course in practical architecture at the Vienna Academy of Fine Arts. From around 1800 this model was gradually superseded by the progressive French‐style polytechnic, a modified version of which remains the standard model for technical education to this day., Michal Konečný., and Obsahuje bibliografické odkazy