This Master's thesis deals with Czechoslovak house in London, which is known as Velehrad. It is a charity, which was founded in 1949. The organization has worked with Czechoslovak refugees since the beginning of 50's until the year 1989 when it lost its original importance. In the first part I deal with the charity history, formation of Cyrilometodějské ligy and other things such as funding of the charity. In the second part I compare refugees from two different periods, 1948 and 1968. I also deal with the relationship of Czechoslovakia and refugees. The last part is about charity work. I paid attention especially to contacts with homeland, what kind of help charity provided to refugees and how the organization reflected some events which happened in Czechoslovakia. I also mentioned history of czech school which was created by the organization. Key words: Velehrad, St.Wenceslaus House - Velehrad, Father Jan Lang, Father Josef Pazderka, emigration

Esta tese trata da infância e de uma didática, aquela formulada por Comenius no entrelaçamento de A escola da infância, O labirinto do mundo e o paraíso do coração e Didática Magna, endereçada, de uma forma ou de outra, à infância. Por isso, pensa a didática no âmbito de um dispositivo de infantilidade, uma vez que ali se conjugam um tipo de saber, uma forma de poder e um modo de produzir o sujeito infantil. Daí a pergunta: de que modo a didática comeniana aquela arte didática, arte de ensinar produz a infância e seus modos de conhecê-la, conduzi-la e governá-la? O objetivo desta pesquisa é justamente inventariar e, de alguma maneira, problematizar, por meio das ideias foucaultianas em torno do poder pastoral e da governamentalidade, a produtividade da arte didática comeniana a partir das suas forças de criação: 1. a infantilização da infância; 2. o governo da infância (e de si) e 3. a escrita didática como um trabalho ético, estético e político, uma forma de pensar e de escrever em educação. Parece haver toda uma tecnologia da salvação em operação na didática da infância comeniana: conhecer, formar, conduzir, governar. Tecnologia do poder pastoral que se destina a todos e a cada um. Aos outros e a si mesmo, esse propósito maior desse tipo de poder. O outro, a criança, esse ser em formação, desde a tenra idade, para não se perder no labirinto do mundo, indivíduo que está sujeito à operação do poder pastoral. A si mesmo, a criança por ela mesma, aquela que conhece o caminho para a salvação e que adere a ele (Deus), aquele que se conhece, se guia, se governa, o indivíduo que se sujeita, ele mesmo, aos exercícios da pastoral educativa da arte didática. O que se tem aí é toda uma infantilização da infância em curso. Produção de uma identidade específica a criança educada, obediente, crente. Produção de um modo de vida infantil a criança sujeita à arte didática, a criança que se sujeita à arte didática. O que está em jogo ali é justamente ensinar aquilo que se é, aquilo que se pode ser. O infantil estaria, desde então, na mira dos adultos, em uma relação de dependência dos adultos, aqueles que inculcariam nos primeiros os valores, os códigos de uma vida conformada a toda uma rede de saberes e poderes em torno da educação. A infância como objeto da educação. O infantil a ser educado, a ser salvo, do mundo e dele mesmo. Assim, a infância foi-se fazendo na trama da escrita didática desde Comenius, essa peça de um dispositivo de infantilidade ocidental, que ainda estaria em curso. / This thesis deals with childhood and a didactic, that formulated by Comenius in the intertwining of his works A escola da infância, O labirinto do mundo e o paraíso do coração and Didática Magna, addressed in one way or another, to childhood. Due to this, this work thinks the didactic as part of a childlike device once it combines a kind of knowledge, power and a way of producing the child subject. Hence the question: how does a comeniana didactic that artistic didactic, the art of teaching produce a childhood and its ways of knowing it, leading it and leading it? The aim of this research is precisely identify and, somehow, problematize, through Foucaults ideas around the pastoral power and governmentality, the productivity of the artistic didactic comeniana starting from their forces of creation: 1. the infantilization of childhood; 2. the government of childhood (and oneself) 3. and the teaching writing as an ethical, aesthetic and political work, a way of thinking and writing in education. There seems to be a whole technology of salvation in the didactics of the comeniana childhood: knowledgement, grow, lead, govern. Technology of pastoral power that is addressed to anyone and every one. To others and oneself, this greater purpose for such power. The other, a child, who is in formation at an early age, to not get lost in the labyrinth of the world, an individual who is subject to the operation of pastoral power. The oneself, the child by herself, the one who knows the way to salvation and sticks to him (God), who is known, is guided, is governed, the one who makes (her)himself undergo the exercises of the educational ministry of didactic art. What you have there is a infantilization of childhood ongoing. Production of a specific identity a polite child, an obedient believer. Production of a childish way of life - the child within didactic art, the child who is subject to didactic art. What is at stake here is precisely to teach what one is, what one can be. The childhood would be, since then on target of adults in a relationship of dependence, those who would insert values in the ones previously mentioned (child), codes of a life conformed to a whole network of knowledge and power over education. The child as an object of education. The child to be educated, to be saved, from the world and himself. Thus, childhood was making up the net of didactic writing since Comenius, this piece of a device of Western childishness, which would still be ongoing.

Esta tese trata da infância e de uma didática, aquela formulada por Comenius no entrelaçamento de A escola da infância, O labirinto do mundo e o paraíso do coração e Didática Magna, endereçada, de uma forma ou de outra, à infância. Por isso, pensa a didática no âmbito de um dispositivo de infantilidade, uma vez que ali se conjugam um tipo de saber, uma forma de poder e um modo de produzir o sujeito infantil. Daí a pergunta: de que modo a didática comeniana aquela arte didática, arte de ensinar produz a infância e seus modos de conhecê-la, conduzi-la e governá-la? O objetivo desta pesquisa é justamente inventariar e, de alguma maneira, problematizar, por meio das ideias foucaultianas em torno do poder pastoral e da governamentalidade, a produtividade da arte didática comeniana a partir das suas forças de criação: 1. a infantilização da infância; 2. o governo da infância (e de si) e 3. a escrita didática como um trabalho ético, estético e político, uma forma de pensar e de escrever em educação. Parece haver toda uma tecnologia da salvação em operação na didática da infância comeniana: conhecer, formar, conduzir, governar. Tecnologia do poder pastoral que se destina a todos e a cada um. Aos outros e a si mesmo, esse propósito maior desse tipo de poder. O outro, a criança, esse ser em formação, desde a tenra idade, para não se perder no labirinto do mundo, indivíduo que está sujeito à operação do poder pastoral. A si mesmo, a criança por ela mesma, aquela que conhece o caminho para a salvação e que adere a ele (Deus), aquele que se conhece, se guia, se governa, o indivíduo que se sujeita, ele mesmo, aos exercícios da pastoral educativa da arte didática. O que se tem aí é toda uma infantilização da infância em curso. Produção de uma identidade específica a criança educada, obediente, crente. Produção de um modo de vida infantil a criança sujeita à arte didática, a criança que se sujeita à arte didática. O que está em jogo ali é justamente ensinar aquilo que se é, aquilo que se pode ser. O infantil estaria, desde então, na mira dos adultos, em uma relação de dependência dos adultos, aqueles que inculcariam nos primeiros os valores, os códigos de uma vida conformada a toda uma rede de saberes e poderes em torno da educação. A infância como objeto da educação. O infantil a ser educado, a ser salvo, do mundo e dele mesmo. Assim, a infância foi-se fazendo na trama da escrita didática desde Comenius, essa peça de um dispositivo de infantilidade ocidental, que ainda estaria em curso. / This thesis deals with childhood and a didactic, that formulated by Comenius in the intertwining of his works A escola da infância, O labirinto do mundo e o paraíso do coração and Didática Magna, addressed in one way or another, to childhood. Due to this, this work thinks the didactic as part of a childlike device once it combines a kind of knowledge, power and a way of producing the child subject. Hence the question: how does a comeniana didactic that artistic didactic, the art of teaching produce a childhood and its ways of knowing it, leading it and leading it? The aim of this research is precisely identify and, somehow, problematize, through Foucaults ideas around the pastoral power and governmentality, the productivity of the artistic didactic comeniana starting from their forces of creation: 1. the infantilization of childhood; 2. the government of childhood (and oneself) 3. and the teaching writing as an ethical, aesthetic and political work, a way of thinking and writing in education. There seems to be a whole technology of salvation in the didactics of the comeniana childhood: knowledgement, grow, lead, govern. Technology of pastoral power that is addressed to anyone and every one. To others and oneself, this greater purpose for such power. The other, a child, who is in formation at an early age, to not get lost in the labyrinth of the world, an individual who is subject to the operation of pastoral power. The oneself, the child by herself, the one who knows the way to salvation and sticks to him (God), who is known, is guided, is governed, the one who makes (her)himself undergo the exercises of the educational ministry of didactic art. What you have there is a infantilization of childhood ongoing. Production of a specific identity a polite child, an obedient believer. Production of a childish way of life - the child within didactic art, the child who is subject to didactic art. What is at stake here is precisely to teach what one is, what one can be. The childhood would be, since then on target of adults in a relationship of dependence, those who would insert values in the ones previously mentioned (child), codes of a life conformed to a whole network of knowledge and power over education. The child as an object of education. The child to be educated, to be saved, from the world and himself. Thus, childhood was making up the net of didactic writing since Comenius, this piece of a device of Western childishness, which would still be ongoing.

Bislang konzentrierten sich die Untersuchungen des westdeutschen Blicks auf Ostdeutschland auf den Zeitraum vor der Wende oder auf Rundfunk- und Fernseh-Medien. Die Gegenwartsliteratur stellt einen weißen Fleck in dieser Frage dar. Anhand des Chronotopos-Konzepts von Michail Bachtin werden in dieser Arbeit daher zeitliche und räumliche Tiefenstrukturen in der Darstellung Ostdeutschlands in den Werken Jan Böttchers und Andreas Maiers herausgearbeitet und mit ihrer Darstellung Westdeutschlands verglichen. Neben grundsätzlichen Unterschieden fallen dabei signifikante Übereinstimmungen auf.

No description available.

Zugl.: Berlin, Techn. Univ., Diss.

Proefschrift--Letteren--Amsterdam--Universiteit van Amsterdam, 1987. / Contient le texte de Guillaume de Poetou "Suite du labeur en liesse", paru à Anvers en 1566. Bibliogr. p. 329-349. Index.

La thèse se préoccupe de la nature d’expérience que le moi percevant fait avec les autres étants et des conditions qui rendent leur rencontre possible. L’attention est centrée sur le rôle de la spatialité qui représente un caractère distinctif des étants sensibles corporels. La thèse s’inscrit dans le courant de la philosophie néo-phénoménologique. Dans les paragraphes d’introduction, les directives méthodiques de l’approche phénoménologique sont formulées, ainsi que la spécificité de la néophénoménologie,caractérisée comme une pensée qui se distancie de l’égocentrisme dominant la phénoménologie classique, notamment husserlienne. L’exposé part de l’esquisse d’une théorie phénoménologique de la perception (chap. I) et saisit les caractéristiques ontologiques élémentaires des étants donnés (chap. II). Le chapitre suivant traite brièvement les questions concernant la nature du champ phénoménal, caractérisé comme structure de donations possibles des étants (chap. III). Les chapitres suivants décrivent le mode spatial de l’être des étants qui se donnent au moi (chap. IV) et la spatialité propre au moi qui fait expérience (chap. V). L’attention est portée notamment à la liaison essentielle entre l’étant et son contexte ; ce motif est suivi jusqu’à l’insertion de l’étant dans le tout spatial du monde. Quant à la spatialité du moi, son corps est caractérisé comme un corps percevant et perçu,donné du dedans et du dehors à la fois. Le rôle des différences spatiales pour la constitution et la distinction de l’expérience du moi et des autres étants est élucidé. Le chapitre final montre que la spatialité du monde partagé implique aussi les autres moi possibles, ce qui fonde la valeur intersubjective de l’expérience sensible (chap. VI). / Phenomenological Conception of Space. The thesis focuses on the nature of experience which a perceiving self has with other beings and on the conditions which make such an encounter possible. It emphasises the role of the spatiality, which is seen as a defining characteristic of corporeal sensible beings. Broadly speaking, the work belongs to post-phenomenological philosophy. The Introduction summarises the main methodological principles of a phenomenological approach and presents post-phenomenology as a specific discourse which rejects the egocentrism typical of classical, especially Husserlian phenomenology. The exposition proper starts with an outline of a phenomenological theory of perception (Chapter I) and continues by offering an outline of the basic ontological characteristics of sensibly given entities, especially of their trans-empirical nature (Chapter II). The following chapter briefly treats some issues related to the nature of a phenomenal field, which is described as a structure of possible ways in which beings can manifest themselves (Chapter III). The subsequent chapters form the main core of the thesis. They deal with the spatial manner of being of entities which manifest themselves (Chapter IV) and of the self which experiences them (Chapter V). The main emphasis is on the essential bond which connects the given entities with their context,whereby this idea is generalised to the level of situating them within the spatial unity of the world. Regarding the spatiality of self, the main focusis on investigating the bipolar nature of one’s own body as bothperceiving and perceived, an entity which manifests itself internally andexternally, and the role of spatial distinctions in the formation and differentiation of the experience which a self has with itself and withother beings. The concluding chapter implies that a possible other self may be an integral part of the spatially differentiated shared world, thus establishing an intersubjective validity of sensory experience (Chapter V). / Předkládaná práce se zabývá povahou zkušenosti, kterou vnímající já činís jinými jsoucny, a podmínkami, za jakých je takové setkávání možné.Vyzdvihuje přitom zejména roli prostorovosti, která je určujícím znakemtělesných smyslových jsoucen. Práce se řadí do proudu postfenomenologickéfilosofie. V úvodní části jsou vystižena hlavnímetodologická vodítka fenomenologického přístupu a zároveň jeodstíněna post-fenomenologie jako typ myšlení, které se odklání odegocentrismu typického pro klasickou, zejm. husserlovskoufenomenologii. Vlastní výklad vychází od náčrtu fenomenologické teoriesmyslového vnímání (kap. I) a pokračuje vystižením základníchontologických charakteristik smyslově daných jsoucen, zejména jejichtransempirické povahy (kap. II). V následující kapitole se výklad krátcedotýká otázek spojených s povahou fenomenálního pole, jejžcharakterizuje jako strukturu možných daností jsoucen (kap. III). Následujíkapitoly, které tvoří vlastní jádro práce a týkají se prostorového způsobubytí dávajících se jsoucen (kap. IV) a já, jež činí se jsoucny zkušenost (kap.V). Podtržena je zejména bytostná vazba jsoucna na kontext, přičemžúvaha je vedena až k zasazení jsoucna do prostorového celku světa.V případě prostorovosti já je rozvíjena zejména dvojpólovost vlastníhotěla jako vnímajícího i vnímaného, daného zevnitř i zvenčí, a roleprostorových diferencí pro utváření a rozlišení zkušenosti já se sebousamým a s jinými jsoucny. Závěrečná kapitola naznačuje, žek prostorovosti sdíleného světa patří i možná druhá já, což zakládámožnost intersubjektivní platnosti zkušenosti (kap. VI).Klíčová slova: fenomenologie, ontologie, prostor, prostorovost, MauriceMerleau-Ponty, Jan Patočka.

This thesis deals with cultural image of Jan Palach. It focuses especially on symbols and myths contributing to construction of this image. The main emphasis is given on the concept of sacrifice - the study analyzes comparisons of Jan Palach to archetypes of Jesus Christ and young martyrs. In the second part author analyzes national dimension of Palach's cultural image. She deals with comparison of Palach to Jan Hus and analyzes Palach's funeral as a part of tradition of Czech public funerals - quiet national demonstrations. The methodology of the study is discourse analysis, which is applied not only on texts (fiction and nonfiction), but also on photographic and film footage.

This thesis: "The Phenomenon of Heroism in the Eyes of Secondary-school Students" explores the sample of twelve secondary-school students and their perceptions of the conception of a hero in its various forms. It is divided into a theoretical part and an empirical part, the latter is created by the particular results of author's own research. By applying for this thesis adjusted Grounded Theory method it analysis interviews made with the particular students and tries to answer several questions such as whether this generation of secondary-school students has any heroes; how these students exactly perceive a conception of a hero; whether they had any heroes in their childhood; and suchlike. In the part dealing with case-interpretations these students evaluate specific figures by the social discourse marked as heroic - in particular Jan Palach; Václav Havel; and brothers Mašíns. The terms of theoretical bases come mainly from the conception of Philip Zimbardo and his heroism of everyday life; they also come from Mike Featherstone and his distinguishing between an everyday life and a heroic life; conceptions dealing with moral evolution of a human being are reflected too, for instance the theory of Lawrence Kohlberg and others.