Esta tese é um estudo da figura de Jan Hus, tradicionalmente conhecido como reformador religioso da Boêmia do século XV, olhando-o sob a perspectiva da História da Educação. Inspirados nas propostas metodológicas de Carlo Ginzburg para a construção da narrativa histórica a partir do estranhamento das fontes, o paradigma indiciário, analisamos as cartas escritas por Hus. Iniciamos com um estudo de como essas cartas, escritas há quase seiscentos anos, podem ser lidas levando em conta sua historicidade, estrutura retórica, edição e tradução. Identificamos a rede de relações que essa correspondência engendrou e observamos uma intenção educativa da parte do autor das cartas ao escrevê-las. Selecionamos um conjunto de vinte e três cartas que denominamos de pastorais e nelas encontramos um padrão de escrita voltado a dar continuidade à tarefa pastoral que Hus realizava na Capela de Belém, constituindo sua ação educativa por meio de cartas. Também analisamos a relação educador-educando que Hus estabeleceu com seu discípulo Martin de Volyne. Por fim, partimos do relato de Petr de Mladonovice e das edições traduzidas das cartas de Hus para observar a construção, rememoração e recriação do legado educativo deixado por Hus de mártir e mestre defensor da verdade. Concluímos com um questionamento para a História da Educação do lugar que esse personagem ocupa atualmente e como esse lugar é, e pode ser, construído pelo historiador. / This thesis is a study of the figure of Jan Hus, traditionally known as the Bohemian religious reformer of the fifteenth century, looking at it from the perspective of the History of Education. Inspired by Carlo Ginzburg\'s methodological proposals for the construction of historical narrative from the strangeness of the sources, the evidential paradigm, we analyze the letters written by Hus. We begin with a study of how these letters, written nearly six hundred years ago, can be read taking into account its historicity, rhetorical structure, editing and translation. We identify the network of relationships that engendered this correspondence and watch an educational intention of the author of the letters on writing them. We selected a set of twenty-three letters that we called \"pastoral\" and in them we find a pattern of writing intended to continue Hus pastoral task that was performed at the Bethlehem Chapel, constituting its educational activities through letters. We also analyzed the relationship between educator-learner that Hus established with his disciple Martin of Volyne. Eventually, based on the report of Petr of Mladonovice and the translated editions of the letters of Hus we look into construction, remembering and rebuilding the educational legacy left by Hus of martyr and master defender of the true. We conclude with a question for the History of Education concerning the place that currently occupies this character and how this place is and can be constructed by the historian.

Esta tese é um estudo da figura de Jan Hus, tradicionalmente conhecido como reformador religioso da Boêmia do século XV, olhando-o sob a perspectiva da História da Educação. Inspirados nas propostas metodológicas de Carlo Ginzburg para a construção da narrativa histórica a partir do estranhamento das fontes, o paradigma indiciário, analisamos as cartas escritas por Hus. Iniciamos com um estudo de como essas cartas, escritas há quase seiscentos anos, podem ser lidas levando em conta sua historicidade, estrutura retórica, edição e tradução. Identificamos a rede de relações que essa correspondência engendrou e observamos uma intenção educativa da parte do autor das cartas ao escrevê-las. Selecionamos um conjunto de vinte e três cartas que denominamos de pastorais e nelas encontramos um padrão de escrita voltado a dar continuidade à tarefa pastoral que Hus realizava na Capela de Belém, constituindo sua ação educativa por meio de cartas. Também analisamos a relação educador-educando que Hus estabeleceu com seu discípulo Martin de Volyne. Por fim, partimos do relato de Petr de Mladonovice e das edições traduzidas das cartas de Hus para observar a construção, rememoração e recriação do legado educativo deixado por Hus de mártir e mestre defensor da verdade. Concluímos com um questionamento para a História da Educação do lugar que esse personagem ocupa atualmente e como esse lugar é, e pode ser, construído pelo historiador. / This thesis is a study of the figure of Jan Hus, traditionally known as the Bohemian religious reformer of the fifteenth century, looking at it from the perspective of the History of Education. Inspired by Carlo Ginzburg\'s methodological proposals for the construction of historical narrative from the strangeness of the sources, the evidential paradigm, we analyze the letters written by Hus. We begin with a study of how these letters, written nearly six hundred years ago, can be read taking into account its historicity, rhetorical structure, editing and translation. We identify the network of relationships that engendered this correspondence and watch an educational intention of the author of the letters on writing them. We selected a set of twenty-three letters that we called \"pastoral\" and in them we find a pattern of writing intended to continue Hus pastoral task that was performed at the Bethlehem Chapel, constituting its educational activities through letters. We also analyzed the relationship between educator-learner that Hus established with his disciple Martin of Volyne. Eventually, based on the report of Petr of Mladonovice and the translated editions of the letters of Hus we look into construction, remembering and rebuilding the educational legacy left by Hus of martyr and master defender of the true. We conclude with a question for the History of Education concerning the place that currently occupies this character and how this place is and can be constructed by the historian.

Diploma thesis analyzes a movie character of John Hus in Otakar Vávra's film from 1954 and Jiří Svoboda's film from 2015. The aim of the thesis is to discover how the view on this historical person (perceived through the prism of an era and regime in which he was portrayed on the big screen) changed. The introduction of the diploma thesis is focused on John Hus in historical context. The interpretative part examines ideological aspects, stereotypes and their mutual interaction. The thesis used the method of qualitative analysis of selected aspects of both films. In response to comparative analysis of selected aspects of both films the diploma thesis analysis John Hus like a movie character. The outcome of the diploma thesis is review whether the historical period influenced by John Hus was portrayed in accordance with the spirit of objectivity and available historical sources.

Anlässlich des 600. Todesjahres von Jan Hus (~1372–1415) war das 9. Bohemicum Dresdense dem sprachlichen und kulturellen Erbe des tschechischen Reformators gewidmet. Ausgerichtet wurde das Bohemicum Dresdense wie schon in den vorangegangenen Jahren von der Professur für Slavische Sprachgeschichte und Sprachwissenschaft am Institut für Slavistik der TU Dresden und der Brücke/ Most-Stiftung. Es fand im Rahmen der 17. Tschechisch-Deutschen Kulturtage statt. In insgesamt sieben Vorträgen fragten die Teilnehmerinnen und Teilnehmer nach der Bedeutung von Jan Hus für die Kultur- und Sprachgeschichte Böhmens und des Tschechischen sowie seiner Rezeption in verschiedenen künstlerischen und didaktischen Genres – in der Musik ebenso wie im Kinderbuch.

The thesis focuses on the ambiguity in teaching historical topics at ISCED 1 level of education, portraying a teaching method aimed at developing pupils' ability to perceive and reflect upon the ambiguity in teaching history. This ambiguity is demonstrated on historical events concerning Jan Hus. The objective is to develop a thematic unit on ambiguity of approach to historical facts, then to reflect upon the implementation and to outline suggestions for further work. In the beginning the thesis shows the importance of studying history, the changes to teaching the subject in elementary schools throughout time, the concept of historical thinking, memory and multiperspectivity. The practical part documents and reflects upon a process, that was implemented with groups of elementary school pupils. Than analyszs and interprets pupils' outputs. The conclusion contains modifications to the unit, suggested in such a way, that they entice the students' capabilities to interpret matter and to form an argument, as well as their historical thinking and their ability to reflect upon the ambiguity of teaching history, as much as possible.

This thesis is devoted to the analysis of the realist view in the dispute about the nature of universals at Prague university during the reign of Wenceslas IV. At the same time, I explore the realism of the beginning of the fifteenth century in the Czech intellectual environment with regard to its international influences, with which I deal both synchronically and diachronically. I inquire into Prague realism as an original tradition of thinking, which is inspired by the philosophy and logic of foreign thinkers, but such influence is recontextualized into the Czech intellectual environment in a completely unprecedented way. My epistemological framework is based in inductive research, which I conduct by combining the results derived from the analysis of independent datasets of primary data. Such methodological choice enables me to carry out triangulation, i.e. finding the objective truth through approaching the topic from various viewpoints. I reach the conclusion that the dispute about the nature of universals at Prague university at the beginning of the fifteenth century cannot be reduced to the opposition between the nominalism of German masters and the realism of Czech masters, but realism can be apprehended as an important school of thought in terms of establishing an independent tradition of...

This theses analyzes the partisan movement during World War II in the regions of Žďársko a Novoměstsko in the years 1944-1945. It defines the concept of the "partisan" with regard to the matter in question. It further outlines the positions of Nazi Germany and the Soviet Union on partisan resistance and comments on this type of resistance activity on the Eastern Front. Integral to this thesis is also a survey into the development of resistance organisations in the region of interest. Finally, it devides the partisans and their overall activities into different categories.

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.

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The work offers a comprehensive preview of opinion streams on the theme of eschatology, final things or also the end of time , in various stages of the development of human society, whether Jewish or Christian, with an emphasis on the medieval period in the Lands of the Bohemian Crown. Iťs based on the biblical texts of the Old and New Testaments, particularly on the New T estament text of the Book of Revelations. It deals with religious situation in the Middle Ages and simultaneously also with political, cultural and social factors. It reveals certain sources of heretical teachings, especially the Vaudois Church, from which eminent theologists' opinions crystallized and mentions the status of heretics in medieval society. It also covers the teachings of John Wycliffe. The work is divided into six parts, in which eschatological moods and vision that reigned i n contemporary societies are substantiated. It analyses them, and literary woeks document the main ideas and opinions of eminent reformátory scholars, such as for example Milíč of Kroměříž, Matěj of Janov, Master Jan Hus and Petr Chelčický. The work presen ts the teachings of these theological and philosophical personalities in the way that they are linked to one another in the issue of eschatology. The individual parts of the work present and...