The work deals with education technology in the specific environment of Waldorf school with an emphasis on pedagogical traits of this school type. The theoretical part includes the explanation of the term {\clq}qeducational technology``, the brief characteristics of alternative schooling, its rise and development. The main accent is put on the Waldorf pedagogy, its recourses, contents, aims, specifics and history in the Czech Republic and Waldorf education worldwide. The practical part includes records from inspections of Waldorf classes and then a comparison of theory and praxis. Then this work compares a social climate of the Waldorf class and the class with a classical way of education by questionnaires to find out objective positives of Waldorf education.

This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding

In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. This relation underpins all subjective cognition, and makes rationality, reasoning, and rights possible. Analysis of each of these positions reveals certain problems. On the one hand, Steiner’s argument contains a number of latent methodological, conceptual, and structural presuppositions. These include the pretheoretical concepts of “person”, “equality”, and “consistency”. These presuppositions prefigure and condition the conclusions which Steiner reaches. On the other hand, Levinas fails to provide a convincing account of how the self comes to be an object of my own deliberations about morality and justice. This amounts to an annihilation of the subject which undermines his argument for the subject as a site of responsible action. As Steiner identifies, justice encompasses equal moral agents. Levinas’s hyperbolic description of the ethical relation’s asymmetry must therefore be revised. Nevertheless, what remains is the strength of Levinas’s argument for the priority of the ethical relation over thematization, rationality, and consciousness. The hidden presuppositions supporting Steiner’s work are evidence of Levinas’s plausibility in this respect. Steiner’s account of justice-as-rights requires a prior ethical relation in which we recognise one another as separate persons, each possessing an ethical status of their own; an attitude of justice motivates Steiner’s description of justice. This attitude is evident in language, which is communication before it is thought. In that individual rights can be conceived only on the basis of a relation of responsibility, rights are primordially the rights of the Other.

Abstract The main sources has been found recently of the works of the greats architects Max Tintner and Zikmund Kerekes, II. w.w. survivors, architects who extablished their lives after II. w.w. in Israel. Also new information has been occurred in reconnection with architect André Steiner who spent his life in Atlanta, USA. Archives materials about unknown work made by Otto Eisler was also found. The main intention of the PhD thesis is to collect those unsorted materials and information of mentioned architects and to create comparison of their architectural works.

This thesis deals with the system of schools in Waldorf and the education of Waldorf kindergarten teachers in the Czech republic. The theoretical part is focused on the personality of Rudolf Steiner and his philosophy, followed by the formation and spread of Waldorf-type schools in the Czech republic. Next, it is focused on the Association of Waldorf schools and the Association of Waldofrn kindergartens, which support the education of Waldorf teachers. An element of the theoretical part is also an analysis of the education of teachers for Waldorf kindergartens. The goal of the practical part is to determine the continuity of each individual grade of education of Waldorf schools in the Czech Republic, and a focus on research, whose goal is to find out the continuity of the individual grades of education of Waldorf schools in the Czech Republic.The next part is dedicated to an analysis of the 'School educational programs' of selected Waldorf kindergartens and their comparison thereafter. Organisation and the content of educational seminars for Waldorf kindergarten teachers and a task 'Association of Waldorf kindergartens in organising educational seminars' is described in the next part. The conclusion of the practical part is based on a survey among teachers of Waldorf kindergarten teachers. The goal...

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The central aim of my thesis is to compare the objectives of the concept of Waldorf education since the foundation of the education until the present time. At the beginning the thesis deals with Rudolf Steiner, who founded thiseducational system almost one hundred years ago. Here its aim is to represent the basic ideas of Steiner, which later served as a basis of Waldorf education and became popular worldwide. Development of Waldorf schools worldwide, especially in the Czech Republic, is another part of the thesis. Furthermore, I compare the aims of Waldorf educational concept at the beginning and today. I describe changes that have occurred mainly in the Czech Republic, but I could not omit changes abroad. In my thesis I try to capture the positives and negatives of Waldorf schools compared to traditional schools.

[pt] Algoritmos para a resolução de problemas de programação mista 0-1 gerais baseados em cortes derivados dos métodos lift-and-project, tem se mostrado bastante eficientes na prática. Estes cortes são gerados resolvendo um problema que depende de uma certa normalização. Desde um ponto de vista teórico, o bom comportamento destes algoritmos não foi completamente compreendido, especialmente no que diz respeito à normalização. Neste trabalho consideramos normalizações gerais definidas por um conjunto convexo fechado arbitrário, estendendo assim a análise teórica desenvolvida nos anos noventa. Apresentamos um marco teórico que abarca todas as normalizações previamente estudadas e introduzimos novas normalizações, analisando as propriedades dos cortes associados.Introduzimos também uma nova fórmula de atualização do parâmetro proximal para uma variante dos métodos de feixes. Estes métodos são bem conhecidos pela sua eficiência na resolução de problemas de otimização não diferenciável. Por último, propomos uma metodologia para eliminr soluções redundantes de programas inteiros combinatórios. Nossa proposta baseia-se na utilização da informação de simetria do problema, eliminam a simetria sem prejudicar a solução do problema inteiro. / [en] Algorithms for general 0-1 mixed integer programs can be successfully developed by using lift-and-project methods to generate cuts. Cuts are generated by solving a cut- generation-program that depends on a certain normalization. From a theoretical point of view, the good numerical behavior of these cuts is not completely understood yet, specially, concerning to the normalization chosen. We consider a general normalization given by an arbitrary closed convex set, extending the theory developed in the 90's. We present a theoretical framework covering a wide group of already known normalizations. We also introduce new normalizations and analyze the properties of the associated cuts. In this work, we also propose a new updating rule for the prox parameter of a variant of the proximal bundle methods, making use of all the information available at each iteration. Proximal bundle methods are well known for their efficiency in nondifferentiable optimization. Finally, we introduce a way to eliminate redundant solutions ( due to geometrical symmetries ) of combinatorial integer program. This can be done by using the information about the problem symmetry in order to generate inequalities, which added to the formulation of the problem, eliminate this symmetry without affecting solution of the integer problem. / [es] Los algoritmos para la resolución de problemas de programación mixta 0-1 generales que utilizan cortes derivados de los métodos lift-and-project, se han mostrado bastante eficientes en la práctica. Estos cortes se generan resolviendo un problema que depende de una cierta normalización. Desde el punto de vista teórico, el buen comportamiento de estos algoritmos no fue completamente comprendido, especialmente respecto a la normalización. En este trabajo consideramos normalizaciones generales definidas por un conjunto convexo cerrado arbitrario, extendiendo así el análisis teórico desarrollado en los años noventa. Presentamos un marco teórico que abarca todas las normalizaciones previamente estudiadas e introducimos nuevas normalizaciones, analizando las propiedades de los cortes asociados. Introducimos una nueva fórmula de actualización del parámetro de. Estoss métodos son bien conocidos por su eficiencia en la resolución de problemas de optimización no diferenciable. Por último, proponemos una metodología para eliminar soluciones redundantes de programas enteros combinatorios. Nuestra propuesta se basa en la utilización de la información de simetría del problema, eliminan la simetría sin perjudicar la solución del problema entero.

Precis The Thesis comprehensively describes and explains basic concepts of Steiner-Vallentyne Left-Libertarianism. The introductory part compares this school of Left-Libertarianism with other approaches and advocates the method of critical theory of society being used, which was formulated by Marek Hrubec, successing classical authors of critical theory. This method divides the analyzed phenomena into three phases - critique, explanation and normativity. The critical phase describes relation between the analyzed and reality, while defining the analyzed against it. Explanation clarifies positive elements, which are consequent from the critique of reality and ultimately, the normative phase formulates a specific conception of the elements' realization. In this Diploma Thesis the critical phase is represented by defition of Left-Libertarianism against dominant streams in contemporary political philosophy, with the accent on its differentiation from related approaches, constituting their conception on one's freedom - especially rawlsian liberalism and classical libertarianism. Explanatory phase is dedicated to basic concepts of Left-Libertarianism, their historical roots and theoretical principles on which they are constituted. Finally, the normative phase presents the concept of universal basic income, which...