During the post-1989 period, various forms of nationalism came back to haunt Eastern and Central Europe. Why are they so virulent and so dangerous in modern times? Since the modernization of the nineteenth century, language has not only been a normal means of communication and a substantial part of human identity but also plays an increasingly important political role: public opinion, media and politics all depend on a common language, which tends to become the language of the state. The process (...) of linguistic homogenization by the state, which had already been completed in Western Europe, failed in this context. Europe will therefore have to come to terms with its linguistic diversity in the future. Is this nothing more than a hindrance? (shrink)

During the post-1989 period, various forms of nationalism came back to haunt Eastern and Central Europe. Why are they so virulent and so dangerous in modern times? Since the modernization of the nineteenth century, language has not only been a normal means of communication and a substantial part of human identity but also plays an increasingly important political role: public opinion, media and politics all depend on a common language, which tends to become the language of the state. The process (...) of linguistic homogenization by the state, which had already been completed in Western Europe, failed in this context. Europe will therefore have to come to terms with its linguistic diversity in the future. Is this nothing more than a hindrance? (shrink)

The author of this book, Czech philosopher, former dissident, software developer and occasional politician, tries to carry over this experience into his university lectures.

Being a healthcare professional in both paediatric and adult hospitals will mean being exposed to human tragedies and stressful events involving conflict, misunderstanding, and moral distress. There are a number of different structured approaches to reflection and discussion designed to support healthcare professionals process and make sense of their feelings and experiences and to mitigate against direct and vicarious trauma. In this paper, we draw from our experience in a large children’s hospital and more broadly from the literature to identify (...) and analyse four established approaches to facilitated reflective discussions. Each of the four approaches seeks to acknowledge the stressful nature of health professional work and to support clinicians from all healthcare professions to develop sustainable skills so they continue to grow and thrive as health professionals. Each approach also has the potential to open up feelings of uncertainty, frustration, sorrow, anguish, and moral distress for participants. We argue, therefore, that in order to avoid unintentionally causing harm, a facilitator should have specific skills required to safely lead the discussion and be able to explain the nature, scope, safe application, and limits of each approach. With reference to a hypothetical but realistic clinical case scenario, we discuss the application and key features of each approach, including the goals, underpinning theory, and methods of facilitation. (shrink)