Jak je již z názvu patrné, tato kniha, třebaže obsahuje filosofické fragmenty a texty, je sbírkou spíše osobních autorových výpovědí a otevřeného přemítání než uzavřenou odbornou studií. Filozof, teolog a religionista Otakar A. Funda se v ní ohlíží za dosavadní cestou svého myšlenkového směřování. Kniha zachycuje jeho klíčová životní témata, dává nahlédnout do jeho myšlenkového vývoje i do současné názorové pozice. V tomto smyslu může čtenářům sloužit také jako klíč k lepšímu porozumění Fundovým předchozím textům. Publikace přináší rovněž (...) kompletní autorovu bibliografii z let 1965-2008. (shrink)

Ačkoli v pozadí této knížky jsou odborné diskuse k problematice evropanství, kultury, civilizace, kulturní identity, ekologie a hranic i nových obzorů vědy a techniky, je poslední práce Otakara A. Fundy především "filosoficky laděným zamyšlením nad námi lidmi, nad naší planetou, nad naší civilizací, nad naší Evropou".

Philosophical counseling is a helping profession that relates to the ancient concept of philosophy as a discipline with therapeutic potential. Unfortunately, there is no empirical evidence supporting the claim of therapeutic effects philosophy is supposed to have. Philosophical counselors do not have any exclusive methods – distinctive from the procedures used in psychotherapy – that we could find as sources of therapeutic effects. Philosophical counselors often do not understand the processes that generate therapeutic effects and mistakenly attribute these effects to (...) the usage of their philosophical “methods”. Lack of knowledge in the fields of psychology and psychiatry that philosophical counselors show begs the question whether philosophical counseling is not harmful in some cases. There is no reason to solve the issue of relationship between philosophy and psychotherapy by establishing separate field of philosophical counseling. Instead, the aim should be to help psychologists and prospective psychotherapists acquire proper philosophical competences – in terms of philosophical skills and knowledge. (shrink)

Obsah: O. Zich: O některých logických a metodologických stránkách experimentu; I. Málek: Historická metoda a experiment; L. Tondl: Kauzální analýza a kauzální explikace.

Způsob výběru látky ukazuje, že autor dává přednost algebraickým postupům symbolické logiky, které se už svou povahou výrazně odlišují od běžných způsobů myšlení v životní praxi. Vychází od výrokové logiky a problematikylogických formulí, zabývá se logikou predikátovou, logikou tříd a logikou relací. Probírá relace reflexívní, symetrické a tranzitivní, irreflexívní, asymetrické, intranzitivní a relace typu ekvivalence. Tento typ je důležitýtím, že umožňuje definovat nové objekty a dostává se do popředí nejen v různých vědních oborech, ale i v praktickém životě všude tam, (...) kde jde o zjištění, mají-li dva výroky stejný smysl. (shrink)

Maritime services form an integral part of what regulatory agencies requires for the safe navigation and operation of vessels. Therefore, the maritime industry?s compliance with governmental regulations and international protocols has been essential for maritime safety management. As a basis to this aspect, the preparation of maritime students as the forthcoming maritime officers in the future has been a crucial point by the maritime educators in terms of maritime safety. Although English was adopted as the official language of the maritime (...) industries by the International Convention on Standards of Training, Certification and Watchkeeping (STCW Convention) in 1978, many difficulties remain in the teaching and assessing of Maritime English at maritime schools. Some research has examined these difficulties; however, no successful models for improving. Maritime English have been adopted Parallel to the teaching and assessing problems, there have also been many difficulties in reaching a training and testing proficiency in English communication that meets the international standards of the STCW requirements in the maritime industry. This paper concentrates upon the difficulties of teaching and assessing the outcomes of the teaching of Maritime Transportation English at the member schools of the International Association of Maritime Universities (IAMU) from all over the world. As a first step in the methodology of this study, a survey of techniques used at member schools of the IAMU is conducted to solve some difficulties in assessing the teaching of Maritime English. Then a positioning model is developed to identify and measure the positions of the IAMU member schools in comparison to one another by using a multidimensional scaling technique to analyse the multivariate data received through questionnaires. This information provides the foundation upon which the model of this research is built. Consequently, some strategies based upon the results of the analysis are developed to reduce the problems and difficulties in this context. (shrink)

In contemporary philosophical thought, Leo Strauss is associated with the rediscovery of ancient political philosophy against modern political philosophy. The rediscovery of ancient political philosophy is the rediscovery of classical rationalism or “moderate Enlightenment” against modern rationalism or “radical Enlightenment” and can be understood as recapturing the “the question of man’s right life” and “the question of the right order of society”. This article would like to show that it was his study of medieval Islamic and Jewish texts that enabled (...) Strauss to rediscover the classical rationalism. Also, in this article we would like to argue that although the opposition between Athens and Jerusalem, Reason and Revelation embodies two irreconcilable alternatives or a way of life in his thought, this opposition should be only examined with references to claims about radical rationalism of modern philosophy. In this case, we would like to argue that there can be seen a commonality between these “opponents”, i.e., Athens and Jerusalem, Reason and Revelation in terms of both their attitudes towards morality and their approaches to the relationship between philosophy and society. (shrink)

The Flipped Classroom Model is a particular type of Blended Learning Model that enables more active learning in the classroom environment. In other words, by dismissing the traditional teaching method, the Flipped Classroom Model provides an active learning environment with classroom activities. Students learn by making use of information and communication technologies. Students watch videos about their course whenever they want and take notes before coming to class. Instead of providing students with lecture notes before each lesson, videos are assigned (...) to be watched. Therefore, in this research, it aims to identify the teacher candidates' views regarding project development training carried out with the Flipped Classroom approach. The research is composed of qualitative data collected from 21 teacher candidates studying their final year at the university. The research findings indicated that teacher candidates are satisfied with applying the Flipped Classroom approach as it increased curiosity and willingness of the participants towards the multimedia development course. It is also found that the majority of the teacher candidates produced complimentary views regarding the project development training carried out with the Flipped Classroom approach. (shrink)

Nemám v úmyslu předložit školsky umný referát o filosofování, o různých filosofických koncepcích a jejich argumentaci, nýbrž pokusím se otevřít otázky, které mě bytostně zaměstnávají. Moje torzovité a fragmentární podněty se budou týkat následujících otázek-problémů: 1. Ontická realita na našem vnímání nezávislého světa a gnoseologické meze ontologie. 2. Co je racionalita, jaké jsou její možnosti a meze? Lze racionalitu kotvit gnoseologicky či již ontologicky? Jaký je vztah mezi racionalitou, přirozeností a přírodou? Je iracionalita předchůdná racionalitě? 3. Lze z racionality odvodit (...) etické jednání? Je racionalita vázána na určitý kulturní kontext a diskurs, či je universálně lidská? 4. Nemožnost objektivity a nezbytnost úsilí o co nejvyšší možnou míru objektivity. 5. Na čem založit humanitu? A proč vůbec humanita? 6. Posléze načrtnu svoji thesi: Skutečnost‚ její poznání a její utváření jako proces komplexity a komplementarity komponent v korelacích v kontinuitě a v kontextech. (Těmito šesti K si z Vás nechci dělat slovíčkářskou srandu, ale je to to nejvážnější, oč mi jde a s co Vám chci sdělit.) 7. Skončím položením radikálního otazníku nad filosofií. (shrink)

Street-level bureaucracy literature ascertains that policies get made not only in the offices of legislatures or politicians but through the discretion bureaucrats employ in their day-to-day interactions with citizens in government agencies. The discretion bureaucrats use to grant access to public benefits or impose sanctions adds up to what the public ultimately experience as the government and its policies. This perspective, however, overlooks policy-making that gets done in the back offices of government, where there might not be direct interaction with (...) citizens. Furthermore, it treats discretion as inherently anthropogenic and ignores that it is exercised in relation to sociotechnical arrangements of which bureaucrats are a part. In this paper, based on extensive ethnography at national statistical institutes and international statistical meetings across Europe, I make two arguments. The first is that, statisticians emerge as back-office policy-makers as they are compelled to take multiple methodological decisions when operationalizing abstract statistical guidelines and definitions, thus effectively making rather than merely implementing policies. This is the “discretion” they employ, even when they may not interact with citizens. The second argument is that the exercise of discretion is sociotechnical, that is, it happens in relation to the constraints and affordances of technologies and the decisions of other bureaucrats in their institutions and others. (shrink)