The article examines the meaning of the other for Kant's idea of autonomy. Autonomy is interpreted, in relation to the universal demand of the ethical, as governing the will by principles. Autonomy as principled self-determination by means of the practical law cannot be understood as the standpoint of an isolated subject. Instead we must understand it as a standpoint taken towards others, which we treat as the aspect of spontaneity, and at the same time as a standpoint taken thanks to others, since others make possible its awakening and development - here the aspect of receptivity is discussed. In this two-way relation between autonomy (enabled by a self-determining goverment by principle) and the other, the character of dialogical mutuality is exhibited: autonomy is the principled considerateness of a good will towards others, and, in order for it to be such, it must be initiated by others., Ondřej Sikora., and Obsahuje poznámky a bibliografii
Gerhard Glomm and B. Ravikumar., Popsáno podle obálky, Pod názvem: Center for Economic Research and Graduate Education. Faculty of Social Sciences. Charles University, and Obsahuje bibliografii a bibliografické odkazy
In this article, the author describes sweeping changes in the gender system and ofers explanations for why change has been uneven. Because the devaluation of activities done by women has changed little, women have had strong incentive to enter male jobs, but men have had little incentive to take on female activities or jobs. he gender egalitarianism that gained traction was the notion that women should have access to upward mobility and to all areas of schooling and jobs. But persistent gender essentialism means that most people follow gender -typical paths except when upward mobility is impossible otherwise. Middle-class women entered managerial and professional jobs more than working -class women inte grated blue-collar jobs because the latter were able to move up while choosing a “female“ occupation; many mothers of middle-class women were already in the highest-status female occupations. he author also notes a number of gender-egalitarian trends that have stalled., Paula England., Poznámky, Přeloženo z angličtiny, Obsahuje bibliografii, and Abstrakt a klíčová slova anglicky
vysvětloval na schůzi pořádané Jednotou učitelskou "Komenský" pro Prahu a okolí dne 18. ledna 1902 František Tilšer., Text dopl. obr. jevu a bytu předmětů v prostoru a připojenou tabulkou soustavy písma kosmografického a podobiznou Isaaca Newtona (1642-1727)., KČSN., and Obsahuje bibl. odkazy a rejstřík
J. Úlehla (1852-1933) - a teacher, headmaster of secondary schools and organizer of pedagogical life in Moravia, and his son V. Úlehla (1888-1947) - a biologist, musical folklorist and university professor, significantly influenced their fields of study, especially education, biology and ethnography. J. Úlehla promoted the use of folk verses, sayings, riddles and proverbs as well as frequent outdoor activities in the instruction of six- to eight-year-old children. Valuable ethnographical information on misery of Wallachian people, emigration to America and child labour is contained in
Listy národopisné. Autobiographical information in the books by V. Úlehla Živá píseň and Duše lidu testify of author’s relation to Moravian Slovakia and its rich cultural tradition which inspired him to collect folk songs. He treated the collected information from the point of view of a biologist - e.g. when expressing his opinion of the age of folk songs. The aim of this essay is to answer the question: ‘how did teachers influence the lives of people and transformations of folk culture at the turn of the 19th and the 20th century?’. They helped to improve the quality of primary education, participated in clubs and societies; they took part in Národopisná výstava českoslovanská (Czechoslavic Ethnographical Exhibition), collected folk songs and engaged in local history research. At the same time, educational institutions (representing modern society) and the church came into conflict: the religious practices clashed with man’s freedom and his needs.
Cílem tohoto článku je popsat a kriticky reflektovat tři hlavní teoretické přístupy, kterými je v současné psychologii konstruován lidský potenciál k učení; autoři tyto přístupy souhrnně označují jako teorie nadání, teorie přípravy a teorie motivace. Autoři se v článku zabývají tím, na jakých základech jsou jednotlivé přístupy vystavěny, tedy z jakého teoretického rámce vycházejí a jaké metody používají. Ukazují také, jak jednotlivé přístupy k lidskému potenciálu zobecňují své závěry, a jak na tomto základě doporučují odlišné vzdělávací praktiky a nabízejí odlišné interpretace situací, se kterými se lidé mohou setkávat v průběhu vzdělávání. Závěrem argumentují, že jednotlivé přístupy mohou být nahlíženy z perspektivy kritické psychologie jako různé diskurzy lidské přirozenosti, které vycházejí z rozdílných ideologických perspektiv a jejichž závěry mohou vést ke zvýhodňování, nebo naopak znevýhodňování různých skupin studentů a studentek., The main aim of the article is to introduce and critically reflect on three theoretical approaches representing three different psychological constructions of human potential to learn; we label them theories of giftedness, theories of preparation, and theories of motivation. The authors focus on the ways in which the approaches have been construed and explore their philosophical and methodological background. Furthermore, the authors show how the approaches generalize their conclusions and on this basis recommend various educational practices and provide different interpretations of situations emerging in the educational context. Finally, the authors discuss that the approaches are a part of various discourses of human nature influenced by different ideological perspectives. In this way, their conclusions may favor or discriminate against various groups of students., Jiří Mudrák, Kateřina Zábrodská., and Obsahuje seznam literatury