The article presents selected aspects of the contemporary picture of changes in women’s media activity. The presence of women in the media is increasingly seen not only in the dimension of their passive participation, but also in journalistic activity and in non stereotypical representations of the female sex in media broadcasts. The text presents the sociopolitical conditions of changes in women’s media participation, with particular emphasis on the processes of receiving messages and the sphere of journalistic activity. The text recognizes that the contemporary picture of women’s participation in media systems, despite numerous activities aimed at implementing equal opportunities policy, is characterized by asymmetry and still insufficient women’s presence, especially in the area of decision-making processes and various topics in media, in general. Although the progressive feminization of public space is noticeable, women still face barriers and restrictions in professional development on journalistic ground. Therefore, breaking stereotypes and equalizing gender representation in the media ought to be considered as an evolutionary process rather than revolutionary changes in this matter.
{"title":"Contemporary Picture of Changes in Women’s Media Activity Selected European Aspects","authors":"Alina Balczyńska-Kosman","doi":"10.5817/cphpj-2020-017","DOIUrl":"https://doi.org/10.5817/cphpj-2020-017","url":null,"abstract":"The article presents selected aspects of the contemporary picture of changes in women’s media activity. The presence of women in the media is increasingly seen not only in the dimension of their passive participation, but also in journalistic activity and in non stereotypical representations of the female sex in media broadcasts. The text presents the sociopolitical conditions of changes in women’s media participation, with particular emphasis on the processes of receiving messages and the sphere of journalistic activity. The text recognizes that the contemporary picture of women’s participation in media systems, despite numerous activities aimed at implementing equal opportunities policy, is characterized by asymmetry and still insufficient women’s presence, especially in the area of decision-making processes and various topics in media, in general. Although the progressive feminization of public space is noticeable, women still face barriers and restrictions in professional development on journalistic ground. Therefore, breaking stereotypes and equalizing gender representation in the media ought to be considered as an evolutionary process rather than revolutionary changes in this matter.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"189-200"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.
{"title":"The Treatment of the Munich Agreement in British and German Textbooks: Content Analysis and Comparison","authors":"Denisa Labischová","doi":"10.5817/cphpj-2020-009","DOIUrl":"https://doi.org/10.5817/cphpj-2020-009","url":null,"abstract":"This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"91-107"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The work of the SSK was integrally and consistently a part of the social and economic life of the 1930s in the Interwar Period in Poland. It was clearly ideologically oriented. By uniting women and promoting their activity the association served a supportive and educational role for hundreds of Polish women and families. Although the scope of the work of the organisation was not particularly broad, through the realisation of the ideas and the implementation of the form of the cooperative, the association contributed to the increase of the level of life of numerous Polish women in its social, economic, and cultural aspects.
{"title":"The Cooperative as a Form of Education in the Theory and Practice of the Work of Women’s Organisations in the Second Republic of Poland, as Exemplified by the Women’s Social Self-Help Association","authors":"Mirosław. Piwowarczyk","doi":"10.5817/cphpj-2020-001","DOIUrl":"https://doi.org/10.5817/cphpj-2020-001","url":null,"abstract":"The work of the SSK was integrally and consistently a part of the social and economic life of the 1930s in the Interwar Period in Poland. It was clearly ideologically oriented. By uniting women and promoting their activity the association served a supportive and educational role for hundreds of Polish women and families. Although the scope of the work of the organisation was not particularly broad, through the realisation of the ideas and the implementation of the form of the cooperative, the association contributed to the increase of the level of life of numerous Polish women in its social, economic, and cultural aspects.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"3-13"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The basic approach of the author was to place issues into the context of the political development of Czechoslovakia after the events of February, 1948. The applied research confirmed the theory that political delinquency of member of military personnel formed a unique class. The worst crimes of the founding period were the core of the author’s focus. This period can be characterized by political trials made as thought-out systems of illegalities organized by the bodies of military justice. Afterwards, the persecutions continued but only in an individual and more selective way. The author used original historical sources which are common for contemporary history.
{"title":"Investigation and Political Processes with Soldiers in Czechoslovakia (1948–1989)","authors":"Stanislav Polnar","doi":"10.5817/cphpj-2020-010","DOIUrl":"https://doi.org/10.5817/cphpj-2020-010","url":null,"abstract":"The basic approach of the author was to place issues into the context of the political development of Czechoslovakia after the events of February, 1948. The applied research confirmed the theory that political delinquency of member of military personnel formed a unique class. The worst crimes of the founding period were the core of the author’s focus. This period can be characterized by political trials made as thought-out systems of illegalities organized by the bodies of military justice. Afterwards, the persecutions continued but only in an individual and more selective way. The author used original historical sources which are common for contemporary history.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"108-123"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Legal culture in the Czech lands was based on customary law. The nobility did not trust codification efforts of the Bohemian kings Přemysl Ottokar II and Wenceslaus II. Wenceslaus' codification efforts were finally executed only in the sphere of special laws. Charles IV, King of Bohemia and Roman Emperor, tried to publish the Maiestas Carolina code in 1355. The last law code was written under King Vladislav II Jagiellon in 1500 (“Vladislavské zřízení zemské” / “The Code of Vladislav”). The essay follows the article “Czech Codifications in the High Middle Ages” published in 2014 and closely introduces the Vladislav Code.
捷克土地上的法律文化以习惯法为基础。贵族不相信波西米亚国王Přemysl奥托卡尔二世和瓦茨拉夫二世的编纂工作。温切斯劳斯的编纂工作最终只在专门法律领域内执行。1355年，波希米亚国王和罗马皇帝查理四世试图出版《梅斯塔斯卡罗莱纳法典》。最后一部法典是在1500年弗拉迪斯拉夫二世统治时期编写的(“vladislavsk zřízení zemsk”/“弗拉迪斯拉夫法典”)。本文继2014年发表的《中世纪盛期的捷克法典编纂》一文之后，对《弗拉迪斯拉夫法典》进行了详细介绍。
{"title":"Czech Medieval Codifications: The Code of Vladislav (1500)","authors":"Pavel Krafl","doi":"10.5817/cphpj-2020-006","DOIUrl":"https://doi.org/10.5817/cphpj-2020-006","url":null,"abstract":"Legal culture in the Czech lands was based on customary law. The nobility did not trust codification efforts of the Bohemian kings Přemysl Ottokar II and Wenceslaus II. Wenceslaus' codification efforts were finally executed only in the sphere of special laws. Charles IV, King of Bohemia and Roman Emperor, tried to publish the Maiestas Carolina code in 1355. The last law code was written under King Vladislav II Jagiellon in 1500 (“Vladislavské zřízení zemské” / “The Code of Vladislav”). The essay follows the article “Czech Codifications in the High Middle Ages” published in 2014 and closely introduces the Vladislav Code.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"69-73"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the history of the Sokol organisation in Brno, especially the international outreach of Sokol Brno I, and charts the beginning of the national emancipation movement and the organisation’s growing ability to promote its own policies in the framework of wider European relations. The paper analyses the conditions for the development of foreign ties, the growing confidence of the Sokol movement and its ideas.
{"title":"International Relations of Sokol Brno I Association between 1862 and 1914","authors":"Milena Strachová, Z. Vostrý","doi":"10.5817/cphpj-2020-013","DOIUrl":"https://doi.org/10.5817/cphpj-2020-013","url":null,"abstract":"This paper describes the history of the Sokol organisation in Brno, especially the international outreach of Sokol Brno I, and charts the beginning of the national emancipation movement and the organisation’s growing ability to promote its own policies in the framework of wider European relations. The paper analyses the conditions for the development of foreign ties, the growing confidence of the Sokol movement and its ideas.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"142-153"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents a chronological outline of the development of school legislation and the school system of the Czech Lands from 1918 to the present. Captured are changes after historical breaks, as well as efforts for gradual conceptual changes. The topics addressed are as follows: The development of the Czechoslovak education system after the establishment of an independent democratic state in 1918; its form during the Nazi occupation and during more than forty years of the communist government; and the way of searching for the form of Czech education after the fall of the communist regime in 1989.
{"title":"Development of the School System of the Czech Lands in 1918–2020. A View of the School Legislation after one Hundred Years of the Republic","authors":"Miroslav Jireček","doi":"10.5817/cphpj-2020-004","DOIUrl":"https://doi.org/10.5817/cphpj-2020-004","url":null,"abstract":"The paper presents a chronological outline of the development of school legislation and the school system of the Czech Lands from 1918 to the present. Captured are changes after historical breaks, as well as efforts for gradual conceptual changes. The topics addressed are as follows: The development of the Czechoslovak education system after the establishment of an independent democratic state in 1918; its form during the Nazi occupation and during more than forty years of the communist government; and the way of searching for the form of Czech education after the fall of the communist regime in 1989.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"35-53"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The interwar relations between Czechoslovakia and Poland were tense for almost twenty years. Problems were caused not only by border disputes. In this situation, the interest of young Slovak intelligence in Polish culture and science began to increase in the early 1920s, which was supported by Warsaw, in its efforts to undermine the position of Prague. A well-known Slovakophile, Professor Władysław Semkowicz played an important role in supporting young Slovaks. His largest impact on Slovak-Polish relations was his patronage of visiting Slovak students at the Jagiellonian University. Semkowicz’s efforts gradually bore fruit. Many of the programme participants promoted Polish literature, art and history after their return home. This Polonophilia was not limited to the cultural sphere but also had an effect on politics. At the end of 1938, the Polish territorial claims against Slovakia severely disappointed the Polonophiles. Nevertheless, there were a number of Slovaks who kept their contacts in Polish cultural circles and continued to have pro-Polish sentiments even after the country’s defeat in September 1939.
{"title":"The Role of Professor Władysław Semkowicz and the Jagiellonian University in Promoting Polonophilia in Slovakia in the Interwar Period","authors":"P. Matula","doi":"10.5817/cphpj-2020-011","DOIUrl":"https://doi.org/10.5817/cphpj-2020-011","url":null,"abstract":"The interwar relations between Czechoslovakia and Poland were tense for almost twenty years. Problems were caused not only by border disputes. In this situation, the interest of young Slovak intelligence in Polish culture and science began to increase in the early 1920s, which was supported by Warsaw, in its efforts to undermine the position of Prague. A well-known Slovakophile, Professor Władysław Semkowicz played an important role in supporting young Slovaks. His largest impact on Slovak-Polish relations was his patronage of visiting Slovak students at the Jagiellonian University. Semkowicz’s efforts gradually bore fruit. Many of the programme participants promoted Polish literature, art and history after their return home. This Polonophilia was not limited to the cultural sphere but also had an effect on politics. At the end of 1938, the Polish territorial claims against Slovakia severely disappointed the Polonophiles. Nevertheless, there were a number of Slovaks who kept their contacts in Polish cultural circles and continued to have pro-Polish sentiments even after the country’s defeat in September 1939.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"124-133"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The first Polish education reform, based on the “Acts of the Commission of National Education” formed in 1773, and the following one, pertaining to the Polish lands in the Russian partition of Poland, which were founded in the “Temporary regulations of public enlightenment”, confirmed by Tsar Alexander I in the form of the Act of May, 1803, were of particular significance for the formation and the functioning of Polish schooling and, as a result, for the formation of national and civic awareness of the Polish society. The reforms made it possible to survive the time of enslavement, particularly in the lands of the former Republic of Poland which were subject to Russian indoctrination, by educating Poles who, after the restoration of their independence, would build the Polish state together with its school system.
{"title":"The Impact of the Education Reforms of the Years 1773 and 1803 on the Preservation of Polish National Identity in the Eastern Borderlands of the Former Republic of Poland","authors":"B. Jędrychowska","doi":"10.5817/cphpj-2020-016","DOIUrl":"https://doi.org/10.5817/cphpj-2020-016","url":null,"abstract":"The first Polish education reform, based on the “Acts of the Commission of National Education” formed in 1773, and the following one, pertaining to the Polish lands in the Russian partition of Poland, which were founded in the “Temporary regulations of public enlightenment”, confirmed by Tsar Alexander I in the form of the Act of May, 1803, were of particular significance for the formation and the functioning of Polish schooling and, as a result, for the formation of national and civic awareness of the Polish society. The reforms made it possible to survive the time of enslavement, particularly in the lands of the former Republic of Poland which were subject to Russian indoctrination, by educating Poles who, after the restoration of their independence, would build the Polish state together with its school system.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"178-188"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.
{"title":"Inclusion of Tallented Children (Pupils) In the Current Czech Education System","authors":"L. Gulová, Stanislav Střelec","doi":"10.5817/cphpj-2020-005","DOIUrl":"https://doi.org/10.5817/cphpj-2020-005","url":null,"abstract":"When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":"54-68"},"PeriodicalIF":0.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71339000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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