The master thesis František Šimáček (1834-1885), the Journalist and Publisher tries to introduce an important person of the Czech nationalistic movement of the 1850's-1880's from different aspects, i. e. concerning his activity in the fields of journalism, publishing, national movement, national economy and his family life. General research method used in the thesis is biographically focused analysis of the primary sources, mainly private correspondence and other documents from collections of the Literary Archive of the Museum of Czech Literature, the National Museum Library and the Náprstek Museum of Asian, African and American Cultures. Based on the method, the chronological construction of history of Šimáček's life, his public and professional activities was outlined. Sufficient literature concerning the topic which would analyse in detail scope of activities of František Šimáček in the context of the Czech intellectual milieu in the 19th century is unfortunately lacking in the meantime. Fragmentarily preserved archival documents do not allow us to follow Šimáček's public contacts with all important actors of the Czech cultural and political life in the 19th century. Therefore, a deeper relationship with Božena Němcová was chosen as an example of Šimáček's steadier and lasting friendships with...

It has been roughly 86 years since Gunnar Myrdal’s book “The Political Element in the Development of Economic Theory” was published, in which he declared economic thought and theory as being established by hidden ideological premises. As well as accusing modern economic theory of being the subject of a pseudo-scientific construct. As such, this study seeks to test Myrdal’s critical view on Swedish economic education in upper secondary school. The study also seeks to determine how teachers deal with objectivism in economic teaching, how they themselves view economy as a scientific method and what they feel is the most important to teach the new generation of Swedish citizens. To complement the theoretical standpoint, the study will also emphazise on discussing the problems of objectivism in social sciences. The data presented is the result of conducted observations on four classes in the Swedish upper secondary school, two of the observed classes are based around an economic focus while the two other are based on a social scientific focus. As a compliment to the observations made, the study will also present conducted interviews with the teachers present at said observed occasions. The core questions to be examined are: “How do teachers approach objectivism in economic teaching in classes determined by a social scientific- and economic focus?”; “Which aspects of economy and economic history are highlighted- and valued in (economic) education?” and “How is the relationship between economics and science viewed upon?”

It has been roughly 86 years since Gunnar Myrdal’s book “The Political Element in the Development of Economic Theory” was published, in which he declared economic thought and theory as being established by hidden ideological premises. As well as accusing modern economic theory of being the subject of a pseudo-scientific construct. As such, this study seeks to test Myrdal’s critical view on Swedish economic education in upper secondary school. The study also seeks to determine how teachers deal with objectivism in economic teaching, how they themselves view economy as a scientific method and what they feel is the most important to teach the new generation of Swedish citizens. To complement the theoretical standpoint, the study will also emphazise on discussing the problems of objectivism in social sciences. The data presented is the result of conducted observations on four classes in the Swedish upper secondary school, two of the observed classes are based around an economic focus while the two other are based on a social scientific focus. As a compliment to the observations made, the study will also present conducted interviews with the teachers present at said observed occasions. The core questions to be examined are: “How do teachers approach objectivism in economic teaching in classes determined by a social scientific- and economic focus?”; “Which aspects of economy and economic history are highlighted- and valued in (economic) education?” and “How is the relationship between economics and science viewed upon?”