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Comenius and Descartes: Philosophy, universe and authority

Komenský a Descartes: filosofie, svět a autorita. – Článek srovnává filosofii R. Descarta a J. A. Komenského. Zaměřuje se na podobnosti v jejich filosofickém myšlení. Autor dokládá, že oba filosofové sdílejí podobný názor na roli filosofie v lidském životě.Comenius and Descartes: Philosophy, universe and authority. – The article compares the philosophy of R. Descartes and J. A. Comenius. It is focused on the similarities in their philosophical thinking. We claim that both philosophers share a close concept of the role of philosophy in human life

Translational music education

Learning music belongs to the core tasks of music education, alongside psycho-affective responses, cognitive understanding, aesthetic immersion and creative activities. While all these performances are inextricably intertwined with central-nervous processes, music educational theories and models are markedly lacking neuroscientific substantiation. Regardless of these shortcomings, a wealth of studies on neuro-cognitive music processing may profoundly elucidate music educational topics, hence the idea to bridge the gap between music-neuro-lab outcomes and music educational practice. Regarding that about 30 years ago translational medicine was designed to improve the application of lab-derived results in clinical practise – shortly ‘bench-to-bedside’ – the novel term ‘translational music education’ was coined. Integrating music-related psycho-biological findings gives rise to epistemological meta-syntheses and theoretical frameworks, alongside comparative research on system compatibility between music educational models and relevant lab-data of music processing. This helps to improve the scientific reliability of music educational theories and highlights distinct benefits of music education such as music as a powerful booster of neuroplasticity, which is the basis of all learning and developmental processes. Distinct interdisciplinary and international research collaboration is needed to promote translational music education, which is expected to increase the recognition of music education within the multifaceted world of sciences, alongside significant improvements of teaching techniques.Learning music belongs to the core tasks of music education, alongside psycho-affective responses, cognitive understanding, aesthetic immersion and creative activities. While all these performances are inextricably intertwined with central-nervous processes, music educational theories and models are markedly lacking neuroscientific substantiation. Regardless of these shortcomings, a wealth of studies on neuro-cognitive music processing may profoundly elucidate music educational topics, hence the idea to bridge the gap between music-neuro-lab outcomes and music educational practice. Regarding that about 30 years ago translational medicine was designed to improve the application of lab-derived results in clinical practise – shortly ‘bench-to-bedside’ – the novel term ‘translational music education’ was coined. Integrating music-related psycho-biological findings gives rise to epistemological meta-syntheses and theoretical frameworks, alongside comparative research on system compatibility between music educational models and relevant lab-data of music processing. This helps to improve the scientific reliability of music educational theories and highlights distinct benefits of music education such as music as a powerful booster of neuroplasticity, which is the basis of all learning and developmental processes. Distinct interdisciplinary and international research collaboration is needed to promote translational music education, which is expected to increase the recognition of music education within the multifaceted world of sciences, alongside significant improvements of teaching techniques

School outside the door: How (and why) to teach science outdoors - experiences of Czech primary school teachers

Venkovní výuka (VV) je v posledních letech stále častěji zařazována do výuky jakožto silná výuková strategie. V aktuálních vzdělávacích dokumentech je navíc uváděna jako podmínka pro jejich realizaci – v podobě propojování formálního vzdělávání s neformálním. Výzkumných šetření mapujících skutečnou podobu VV na školách je ale v ČR málo, proto v roce 2023 proběhlo na toto téma dotazníkové šetření. Bylo získáno 261 dotazníků od učitelů přírodopisu z českých základních škol a výsledky šetření byly detailně vyhodnoceny. Otázky byly zaměřené na četnost a formy realizace VV, na její úskalí a pozitiva a na další informace týkající se VV. Naprostá většina respondentů (94 %) odpověděla, že VV realizuje. Nejčastější formou realizace VV je podle nich vycházka (36 %) a více jak polovina respondentů (60 %) odpověděla, že v rámci této formy výuky spolupracuje s jinými organizacemi. Řada z nich (65 %), i přes jasně identifikované problémy VV (počasí, nedostatek času, atd.), avizovala, že je potřeba výuku venku posílit a věnovat jí mnohem více času. V rámci výzkumného šetření byly také testovány dvě hypotézy týkající se vlivu lokality školy a spolupráce s jinými organizacemi na četnost realizace VV. První z nich byla statisticky potvrzena, naopak druhá ne.Outdoor education (OE) has often been included as a powerful teaching strategy in recent years during science education. Moreover, it is mentioned in current educational documents as a prerequisite for their implementation - in the form of linking formal education with non-formal education. However, few research surveys are mapping the actual form of OE in schools in the Czech Republic, which is why a questionnaire survey was conducted in 2023. 261 questionnaires were obtained from primary school teachers in several regions in the Czech Republic. The questions focused on the frequency and forms of OE, its limits and positives, and others. Most of the respondents (94%) answered that they realize OE. The most frequent form of OE was a short field trip (36%) and more than half of the respondents (60%) said they cooperate with other organizations. Despite the identified problems of OE (weather, lack of time, etc.), most announced (65 %) that OE needs to be strengthened and given much more time. The survey also tested two hypotheses concerning the influence of school location and cooperation with other organizations on the frequency of OE implementation. The first one was statistically confirmed, but the second one not

Educational Reform in Chile: Local autonomy versus state control, tensions in the rural context

Cílem této studie je v kontextu teorie paradoxu analyzovat napětí a příležitosti, které přináší působení mikrocenter jako prostor pro profesní rozvoj učitelů v rámci reformy vzdělávání. Prostřednictvím kvalitativní studie bylo zjištěno, že jsou přítomny čtyři typy paradoxů: organizace, učení, sounáležitost a výkon a že mikrocentra jsou místem negociace mezi místní autonomií a státní kontrolou.This study aims to analyse, within the context of paradox theory, the tensions and opportunities introduced by the meetings of microcentres, as spaces for teacher professional development within an educational reform. After a qualitative study, it was concluded that four types of paradox are present: organisation, learning, belonging, and performance. Additionally, the microcentres are sites of negotiation between local autonomy and state control

The Mirror of Satire: Reflections on Democracy in Alex Roy-Omoni’s The Ugly Ones

Since achieving independence in 1960, Nigeria has grappled with entrenched corruption and institutional decay, overshadowing its vast natural and human resources and stifling its developmental potential. The systemic corruption pervasive within the nation’s governance structures deepens the chasm between its political elites and the ordinary citizenry, casting a dark shadow over Nigeria\u27s democratic aspirations. In The Ugly Ones, dramatist Alex Roy- Omoni confronts these enduring challenges, skilfully using satire to critique the fractured political landscape of Nigeria, where personal ambition often eclipses public responsibility, and power is wielded as a tool of self-aggrandisement rather than a vehicle for social reform. This paperis therefore, an inquiry into Roy-Omoni’s sophisticated use of satirical drama, examining how The Ugly Ones reflects Nigeria’s tumultuous democratic experiment. Through satire, allegory, and irony, Roy-Omoni captures the ethical, cultural, and political dissonances that underpin Nigeria’s postcolonial governance, positioning his work as both a searing critique of the status quo and a call for introspection within African literature. By analysing the play’s structural, thematic, and performative elements, this paper illustrates the unique role of satire in Nigerian – and broader African – literature as a powerful instrument of societal critique and a mirror reflecting the contradictions that undermine democratic ideals

Friends from various shores

Přátelé z rozličných břehů. – Představení a komentář vydané korespondence mezi filosofem Erazimem Kohákem a teologem Karlem Skalickým. Setkali se jako účastníci jedné konference o smyslu českých a slovenských dějin, konané ve Švýcarsku v roce 1976, přičemž oba byli v té době exulanti, filosof a evangelík Erazim Kohák žijící v USA, teolog a katolík Karel Skalický v Římě. Brzy po sametové revoluci se do vlasti vrátil Erazim Kohák, v roce 1994 pak i Karel Skalický, oba jako profesoři, kteří chtěli nabídnout to nejlepší ze své vědecké a učitelské profese studentům v rodící se demokratické společnosti.Friends from various shores. – An introduction and commentary on the published correspondence between the philosopher Erazim Kohák and the theologian Karel Skalický. They met as participants in a conference on the meaning of Czech and Slovak history held in Switzerland in 1976, both of them exiles at the time, the philosopher and evangelical Erazim Kohák living in the USA and the theologian and catholic Karel Skalický in Rome. Erazim Kohák returned to his homeland soon after the Velvet Revolution in 1989. In 1994, Karel Skalický also returned. Both were professors who wanted to offer the best of their scholarly and teaching profession to students in the emerging democratic society

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The Title Not Taken…

The evolution of a literary title, from its working inception to its final form, often offers profound insights into an author’s creative journey and intent. A function of a title is to guide the interpretation of a text. The direction of the work may have changed by the time a final title is decided upon and working titles have been discarded. T.S. Eliot’s The Waste Land originally began life as He Do the Police in Different Voices, thus indicating that it is indeed a poem of several, often competing, voices. Exploring the “back story” frequently sheds light on the finished work. It is sometimes the publisher who overrules the author and decides on a move away from a working title to make the work more saleable and attractive. Some authors opt for secondary or sub-titles to make their intentions clearer. Titologists agree on the critical importance of a title to label, seduce, and provide information on the content of the work. Critically a working title changed to a final title can affect the way in which the reader will approach the work and how differently the work is received. Most titological analysis focuses on the final, given title, usually well-known to readers. The objective of this paper is to emphasise the significance of the focus-shift from provisional working titles to final titles, and explore the altered perceptions that this might trigger