Este trabalho investiga se no Brasil o lugar social destinado pela sociedade às pessoas que possuem diagnósticos relativos à psicose é semelhante àquele que o poder soberano destina ao homo sacer. Para isso, o referencial teórico estudado baseia-se na pesquisa de Agamben sobre o homo sacer e na teoria psicanalítica da psicose, mas não de forma exaustiva, e sim recortando possíveis contribuições. Essas noções subsidiam toda discussão que vai dos primeiros entendimentos sobre loucura, atravessando o ideal de eugenia, até desembocar na reforma psiquiátrica e no Serviço de Residência Terapêutica SRT como contraponto à política manicomial. Já para a pesquisa de campo, a metodologia escolhida baseou-se numa pesquisa qualitativa, com o uso de entrevista semiestruturada e de diários de campo. Os participantes foram divididos em três perfis: moradores do SRT que são egressos de períodos de longa internação em hospitais psiquiátricos, com nosologia relativa à psicose; cuidadores do SRT; e técnicos de nível superior que atuam na área da saúde mental. A análise das entrevistas foi baseada na análise de conteúdo. Os resultados evidenciam que a história da loucura no Brasil foi marcada pela exclusão, mas que os acontecimentos do século XX evidenciaram que o psicótico deixa de estar apenas no lugar do excluído e é jogado no lugar do homo sacer. Simultaneamente ao psicótico como homo sacer está a figura do neurótico como sobrevivente, mas ambos vivem a insegurança de se afogarem no rio da biopolítica. Já as falas dos moradores, cuidadores e técnicos reconheceram o hospital psiquiátrico como um lugar onde as pessoas são abandonadas por todos para morrer: abandonadas pelas famílias, abandonadas pela equipe do hospital, abandonadas pelo poder público, abandonadas pela sociedade como um todo. Mais que um lugar de abandono, o hospital psiquiátrico era um lugar de morte. A este lugar de morte surgiu como contraponto uma saúde mental voltada para a inserção social e territorial das pessoas acometidas de transtornos mentais, e o SRT mostrou-se um importante equipamento para efetivar tais ações. Para os participantes, o SRT é tudo o que o hospital psiquiátrico não é: Enquanto o hospital leva as pessoas para longe da cidade, a residência traz de volta para ela. Enquanto o hospital aprisiona irresponsavelmente, a residência liberta responsavelmente. Enquanto nos hospitais existem pacientes internados, na residência existem moradores que participam da sociedade. Enquanto nos hospitais corpos são usados desrespeitosamente, na residência vidas são vividas dignamente / This work problematizes and investigates if in Brazil the social place destined by the society to the people that have diagnoses related to the psychosis is similar to the one that the sovereign power destines to homo sacer. For this, the theoretical framework studied is based on Agamben\'s research on homo sacer and on the psychoanalytic theory of psychosis, but not in an exhaustive way, but rather by cutting possible contributions. These notions subsidize any discussion that goes from the first understandings about madness, crossing the ideal of eugenics, until it ends in the psychiatric reform and the Service of Therapeutic Residence - STR - as a counterpoint to the asylum policy. For the field research, the chosen methodology was based on a qualitative research, with the use of semi-structured interviews and field diaries. Participants were divided into three profiles: residents of the STR who are graduates of periods of long stay in psychiatric hospitals, with nosology related to psychosis; STR caregivers; and higher education technicians who work in the area of mental health. The analysis of the interviews was based on content analysis. The results show that the history of madness in Brazil was marked by exclusion, but that the events of the twentieth century showed that the psychotic is no longer only in the place of the excluded and is played in the place of homo sacer. Simultaneously with the psychotic as homo sacer is the figure of the neurotic as survivor, but both live the insecurity of drowning in the river of biopolitics. The speeches of the residents, caregivers and technicians have recognized the psychiatric hospital as a place where people are abandoned by all to die: abandoned by the families, abandoned by the hospital staff, abandoned by the public power, abandoned by society as a whole. More than a place of abandonment, the psychiatric hospital was a place of death. To this place of death a mental health aimed at the social and territorial insertion of the people affected by mental disorders appeared as a counterpoint, and the STR proved to be an important equipment to carry out such actions. For participants, the STR is all that the psychiatric hospital is not: While the hospital takes people away from the city, the residence brings it back to it. While the hospital imprisons irresponsibly, the residence frees responsibly. While in hospitals there are hospitalized patients, in the residence there are residents who participate in society. While in hospitals bodies are used disrespectfully, in residence lives are lived worthily

Tidigare studier har visat att skuldsättning har ökat till resultat av avregleringar och ökad tillgängligheten av olika typer av krediter och lån. Dessutom fanns det få forskning om unga vuxnas syn på skuldsättning och skuldsättning för konsumtion. Därför har författarna valt att studera det på grund av ökat intresse för ämnet. Syftet med studien är att öka förståelse, beskriva och analysera unga vuxnas syn på skuldsättning. Studien fokuserar också på att öka förståelse för unga vuxnas syn på konsumtion som leder till skuldsättning. Studiens målgrupp att rikta sig in är personer mellan 18-25 år i båda kön. Studien är en kvalitativ forskning som använder intervju som metod. Det är 12 respondenter som intervjuades genom telefon, skriftligt form och i verkligheten. Studiens forskningsresultat visar att unga vuxna har en negativ syn på skuldsättning men när det gäller studielån eller bostadslån är det inte inkluderad som skuldsättning. Dessutom saknar unga vuxna en korrekt förståelse för skuldsättning. / Previous studies have shown that indebtedness has increased as a result of deregulation and increased availability of different types of credits and loans. In addition, there was little research on young adults' views on indebtedness and indebtedness for consumption. Therefore, the authors have chosen to study it due to increased interest in the subject. The purpose of the study is to increase understanding, describe and analyze young adults' views on indebtedness. The study also focuses on increasing understanding of young adults' views on consumption that lead to indebtedness. The study's target group people between 18-25 years in both sexes. The study is qualitative research that uses interviews as a method. There are 12 respondents who were interviewed by telephone, in writing and in real life. The study's research results show that young adults have a negative view of indebtedness, but when it comes to student loans or housing loans, it is not included as indebtedness. In addition, young adults lack a proper understanding of indebtedness. Keywords:

This diploma thesis addresses the topic of contemporary art in contemporary school. It deals with the relationship between contemporary art and contemporary school. The theoretical part of the thesis presents ideas and stimuli to think about contemporary art, which are based on people associated in the field of art, art theory and art pedagogy. Furthermore, the thesis pays attention to the relationship of contemporary art to the recipient and Czech education system. In the research part, the thesis focuses on five case studies of art teachers and their approaches to contemporary art in teaching. The next part of the diploma thesis presents a view of the artistic work of two Czech and two foreign contemporary artists. Their works are used in the didactic part for the didactic transformation of the content. Based on it, teaching units for teaching art education at secondary schools are created. Furthermore, this part presents reflections on lessons taught in the form of conceptual analysis. KEYWORDS contemporary art, postmodern society, art education, visual communication, the Framework Educational Programme

In my master thesis I deal the with specific creation of communities on the Internet. The aim of this essay is to contribute to the debate about the problematics of the Internet and its role in the postmodern society. The basic idea is that the physical and virtual world leads to formation of communities. I believe that association with communities can be considered as a natural human phenomenon. Internet is perceived as a space, which provides the opportunity for its users to organize themselves into virtual communities. The question is if the creation of virtual communities is the goal of postmodern society. On the one hand Internet can be seen as a space of strengthening personal individuality, because of freedom and authonomy it provides. But on the other hand communities could place demands on their members, thereby they represent certain limitation of thein member's individuality. In this thesis I verify the hypothesis that the Internet is a space that leads to formation of virtual communities at the expense of developing one's own individuality.

Ce travail part du constat d’une crise persistante de l’institution scolaire française fondée sur le modèle républicain. Dès les années 1970, les sociologues « conflictualistes » ont disséqué et dénoncé les mécanismes qui font de l’école un facteur de reproduction des inégalités sociales. Au fil des gouvernements successifs ont été mises en œuvre de multiples politiques éducatives souvent au détriment de la cohérence et de l’efficacité. Les enjeux de la massification ont également pesé sur l’organisation et l’efficacité de l’école. De multiples indices révèlent une dégradation du climat scolaire ainsi qu’une baisse récurrente des performances scolaires des élèves, ainsi que le montrent notamment les enquêtes du Programme international pour le suivi des acquis des élèves (PISA). L’école française, formatée sur les valeurs de la modernité, apparaît aujourd’hui en rupture avec l’environnement sociétal et en perte d’efficacité.Il est proposé une analyse du phénomène à la lumière du paradigme de la postmodernité. L’institution scolaire fonctionne selon un système de valeurs hérité de l’époque moderne, caractérisée par la rationalité et la verticalité, l’individu étant supposé se conformer à un modèle. Ces valeurs, à l’image des institutions républicaines traditionnelles, apparaissent saturées et ne fonctionnent plus. Or, l’époque postmoderne se caractérise par l’émergence d’une topique de l’horizontalité, une nouvelle conception de l’altérité, une éthique de l’instant, une nouvelle conception de l’altérité. On observe également une résurgence d’archaïsmes et des valeurs du sensible. Cet ensemble de phénomènes, caractéristique des tendances à l’œuvre dans les sociétés postmodernes, opère une mutation des mentalités et des représentations, notamment chez les jeunes. En restant imperméable à ce nouvel environnement sociétal, l’institution scolaire républicaine est en discordance avec les individus qu’elle est en charge de former, et de ce fait, se disqualifie, devient inadaptée et « imperformante ».Une mutation pédagogique s’est amorcée au cours du 20ème siècle, grâce aux apports de la psychologie, et en premier lieu du constructivisme, dans le sens d’une meilleure mobilisation des fonctions psychologiques de l’individu en faveur de l’apprentissage. A partir des années 1960, l’évolution de la pédagogie a pu s’appuyer sur les travaux des psychologues humanistes qui ont amélioré la compréhension les mécanismes de la motivation et mis en évidence l’importance de concepts tels que l’estime de soi. Ces concepts ont contribué à une mutation pédagogique, qui s’est par ailleurs appuyée sur les recherches « processus-produits » ainsi que sur les pratiques réflexives d’enseignants. Cependant il apparaît manifestement que les apports de la psychologie et les résultats de ces recherches sont insuffisamment intégrés concrètement dans le processus éducatif en France.En tout état de cause, il demeure que la mutation pédagogique est inachevée tant que l’école ne se met pas au diapason de l’environnement sociétal. Selon le paradigme des théories de Jung appliquées à l’éducation, nous mettons l’accent sur le caractère archétypal de la relation enseignant-élève. Nous soulignons en outre des convergences avec les théories sur l’imaginaire. Nous entendons démontrer que la mise en œuvre appropriée d’une éducation « archétypale », tirant parti de la sensibilité, de l’intuition, de l’empathie et de la mise en résonance constitue un puissant vecteur d’éducation. La voie recherchée est celle de l’initiation de l’élève à la connaissance et à la valorisation de ses potentiels personnels. L’instauration d’une telle relation éducative repose actuellement sur une démarche individuelle de l’enseignant. Elle implique de ce dernier un travail préalable d’auto analyse. En conclusion, l’incorporation de ces concepts dans l’organisation de l’institution éducative... / This research starts from the observation of an ongoing crisis of French educational institution based on the republican model. By the 1970s, the "conflictualists" sociologists have studied and denounced the mechanisms that make the school a factor of the continuation of social inequality. Previous governments have implemented numerous educational policies often at the expense of consistency and efficiency. The challenges of dealing with a massive system and efficiency of the school. There are indications of deterioration in the school climate as well as recurrent lower academic performance of students, as shown by surveys such as Program for International Student Assessment (PISA). French schools based on modern values at odds with the social environment and loss of efficiency.We propose to conduct an analysis of the French schools in the light of the paradigm of postmodernity. French educational institution operates on a system of values inherited from the modern era, characterized by rationality and verticality, (i.e. transfer of knowledge from the top down) the individual is expected to conform to a model. These values, like traditional republican institutions are obsolete and no longer work. However, the postmodern era is characterized by the emergence of a topical horizontality (i.e. learning from your peers and your teacher), a new concept of interpersonal relationships and communication with each other. There is also a resurgence of archaic and sensitive values. These are phenomena characteristic of trends in postmodern societies, influencing attitudes and representations, particularly among young people. Remaining impervious to the new social environment, the Republican school institution is in discordance with the people in which is in charge of training, and thus, becomes inadequate and "unperformant."Pedagogical transformation began in the 20th century, thanks to the contributions of psychology, including constructivism in the sense of a better mobilization of psychological functions of the individual. From the 1960s, the evolution of pedagogy in theory relies on the work of humanist psychologists who have improved the understanding of the mechanisms of motivation and highlighted the importance of concepts such as self-esteem. These concepts have contributed to educational changes, which have supported research on "process-product" and the reflective practices of teachers. However, it clearly appears that the contributions of psychology and the results of these studies are insufficiently integrated practice in the educational process in France.The fact remains that educational change is incomplete as the school is not attuned to the social environment. The paradigm theories of Jung applied to education, focused on the archetypal nature of the teacher-student relationship. In addition, we further stress, convergence with theories of imagination. We intend to demonstrate that the proper implementation of an "archetypal" education, leveraging the sensitivity, intuition, empathy and the “resonance” is a powerful contributor to education. The goal is to seat the connection between student knowledge and enhancement of personal potential. The establishment of such an educational relationship is currently based on an individual approach of the teacher including their own self analysis in order to improve the transfer of knowledge.In conclusion, the incorporation of these concepts in the organization of the educational institution would require a thorough overhaul of the educational process, but also the recruitment and training of teachers.

This dissertation deals with self-realization and self-surpassing of individuals during the selected period of their productive age within their free time. The academic part, based on specialized literature, describes functions as well as factors of free time and its evolution from ancient time to the present. It describes middle age and its specifics from a developmental psychology point of view, it further aims to grasp the self-realization and self-surpassing keywords. The practical part addresses a research of the leisure-time-activities preferences of working middle-aged individuals, focusing on self-realization and self-surpassing.It describes methods used in a performed research, evaluates obtained data and at the conclusion summarizes the results of the research.

The democratic conditions in national states have change radically at the same time as the society has changed. Because of social and economic globalization processes, the states and government has lost power for the benefit of transnational and global institutions. That affects the democracy since the nation state earlier defined the domain of citizenship. At the same time, citizens’ confidence towards political parties and politicians has gone down. These trends have lead to a situation that is spoken about as the crisis of democracy. The globalization has however also created new possibilities for political arenas and way to be politically organized. This thesis is about democracy; about being able to influence one’s own situation and the society one live in. It’s also about the protracted struggle between different groups to be able to do this. This field is very wide and the possible ways to examine it are endless, but the part that will be in focus here is the municipality of Norrköping. It will be about how the municipality, trough the Committee of Democracy, which is appointed by the municipal council, works with democracy, but also about how young people in Norrköping feels that they can influence and effect. The study is based on analysis of reports and interviews with representatives from the Committee of Democracy and on interviews with young people who are politically involved in social movements. The study is written from a discourse analysis approach and the theoretical frame of reference revolves around discourse, power, governmentality and theories about the postmodern society.

Petr Hönig - Spectacular Society of the 21st Century This diploma thesis polemizes with the approach of a human to smart technologies in the context of postmodern society and it aims to formulate a conclusion about how the use of smart technologies, given their current form and the current state of affairs in general, with its side effects may affect the form and nature of the whole society. By analyzing fundamental aspects of postmodern society, specifically by reflecting on the processes of globalization, individualization, rationalization and relativization, and by analyzing the approach of a human to smart technologies, specifically by reflecting on the consequences of the use of selected technologies by lay users, this thesis relates to the form and nature of current society. Its aim is to demonstrate the spectacularness of society in the dichotomous perspective as well as to commence a general discussion of the approach of a human to smart technologies in level of questions connected to technological development and human nature in the 21st century.

Text in German / We live in a time of postmodern influence which proclaims that there are no absolute values and all opinions are equal. Consequently it is thought that no one can judge whether something is right or wrong. But, according to the Bible`s instructions, that is exactly what we should do. We shouldn’t conform to the world, but let God change our thinking and being. This is the only way to recognize right or wrong (Romans 12:2). As Christians we have been commissioned by Jesus to carry the gospel into all the world and to lead people to become his followers. For this reason we have to ask the question in this age of how the gospel can be made plausible in a postmodern context and how Christian values can be made understood. H-P Hempelmann has already dealt with such questions intensively. For this reason, this thesis will, among other things, examine his apologetic method. / Wir leben in einer Zeit postmoderner Einflüsse, in der dafür eingetreten wird, dass es keine absoluten Werte gibt und alle Meinungen gleichwertig sind. Dies hat zur Folge, dass angeblich keiner mehr beurteilen kann, ob etwas richtig oder falsch ist. Doch genau dies sollen wir nach den Anweisungen der Bibel tun. Wir sollen uns nicht der Welt anpassen, sondern unser Denken und Wesen von Gott verändern lassen. Nur auf diese Weise ist es möglich, zu erkennen, was richtig oder falsch ist (Röm 12,2). Als Christen haben wir von Jesus Christus den Auftrag erhalten, das Evangelium in alle Welt hinauszutragen und Menschen in seine Nachfolge zu führen. Aus diesem Grund stellt sich in der heutigen Zeit die Frage, wie das Evangelium im postmodernen Kontext plausibilisiert werden kann und wie christliche Werte verständlich gemacht werden können. Heinzpeter Hempelmann hat sich bereits sehr intensiv mit solchen Fragen auseinandergesetzt. Deshalb wird in dieser Arbeit u.a. sein apologetischer Ansatz überprüft. / Systematic Theology & Theological Ethics / M. Th. (Systematic Theology)

The text of this work is primarily based on the works of Wolfgang Brezinka, focusing on the philosophy of education and on many sociological works by Zygmunt Bauman, which are cited for better orientation in the philosophical-educational context of the chapter focusing on the philosophy of education used in the antiquity The aim was to present the reader with at least a brief awareness of the individual aspects of the philosophy of education as presented by Brezinka and to supplement it with the possible aspects that can be taken from Bauman, who primarily focuses on exploring the socio-cultural phenomena of the modern society. Gradually, the essential characteristics, features, and characteristics that accompanied the upbringing in antiquity are presented, just as the educational aims and beliefs in relation to the upbringing that is presented by Brezinka. Furthermore, there are discussed and examined the pitfalls of modernism and postmodernism in relation to personality, culture, society and philosophical-educational possibilities as pointed out by Bauman. The amount of works on the philosophy of education is insufficient and even here, of course, it has not been possible to cover all the philosophical aspects of education which are available to the authors dealing with the philosophy of education, yet...