Suchergebnisse

[eng] In this paper we present the results of a descriptive study of European teachers' current competencies and those that they should have from their own point of view. The research was conducted through a survey with a sample of 914 non-university teachers from the Balearic Islands. It is part of the COMENIUS project, Competences of Professional Educators in Europe (COPE), in which we analyzed the level of teaching competences in six countries of the European Union. The data were analyzed using the technique of discrepancy (Priority Need Index PNI). In this paper we analyze the data by competences, by competence category, by years of teaching experience and by educational level. From the results we may highlight that teachers from Balearic Islands admit to have higher training requirements than those in the six European countries analyzed. In the Balearic Islands novice teachers are those with fewer training needs of foreign language and digital competences, while teachers having 6-17 years of experience are those with fewer needs in the other competence categories. By educational level we may emphasize that secondary education teachers declare to have fewer educational needs. Based on these data, as well as those of similar studies, the authors advocate to carry on more research around teachers competences and to conduct more training activities that will increase their level of competences.

Las rúbricas han emergido Con este trabajo presentamos los resultados de un estudio descriptivo sobre las competencias actuales y las que debería poseer el profesorado europeo desde las percepciones de los implicados. La investigación se ha realizado mediante una encuesta con una muestra de 914 profesores no universitarios de las Islas Baleares. Forma parte del proyecto COMENIUS Competences of Professional Educators in Europe (COPE), en el que analizamos el nivel de competencias docentes en seis países de la Unión Europea. Los datos se han analizado mediante la técnica de discrepancia (Priority Need Index PNI). En el presente artículo se analizan los datos por competencias, por categoría competencial, por años de experiencia docente y por nivel educativo. De los resultados obtenidos destaca que el profesorado de las Islas Baleares admite tener mayores necesidades de formación que el conjunto de profesores de los seis países europeos analizados. En las Islas Baleares, los docentes noveles son los que tienen menos necesidades de formación en competencias de lengua extranjera y digital, mientras que los profesores que tienen de 6 a 17 años de experiencia son los que presentan menos necesidades en las otras familias competenciales. Por nivel educativo destaca que el profesorado de secundaria revela tener un menor nivel de necesidad formativa. Atendiendo a estos datos, así como a los de trabajos similares, los autores abogamos por más esfuerzos investigadores en torno a las competencias de los docentes así como por la realización de más acciones formativas que permitan aumentar su nivel competencial. ; In this paper we present the results of a descriptive study of European teachers' current competencies and those that they should have from their own point of view. The research was conducted through a survey with a sample of 914 non-university teachers from the Balearic Islands. It is part of the COMENIUS project, Competences of Professional Educators in Europe (COPE), in which we analyzed the level of teaching competences in six countries of the European Union. The data were analyzed using the technique of discrepancy (Priority Need Index PNI). In this paper we analyze the data by competences, by competence category, by years of teaching experience and by educational level. From the results we may highlight that teachers from Balearic Islands admit to have higher training requirements than those in the six European countries analyzed. In the Balearic Islands novice teachers are those with fewer training needs of foreign language and digital competences, while teachers having 6-17 years of experience are those with fewer needs in the other competence categories. By educational level we may emphasize that secondary education teachers declare to have fewer educational needs. Based on these data, as well as those of similar studies, the authors advocate to carry on more research around teachers competences and to conduct more training activities that will increase their level of competences. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

The article focusses on the two little-known manuscripts stored in the Library of the Academy of Sciences in St. Petersburg. Both manuscripts contain full text of the Orbis Pictus by Jan Comenius in Russian language, some additional texts and many inscriptions in Latin and German. It seems to be the earliest Russian translation of OP in two variants. The author gives preliminary paleographic and textological analysis of these manuscripts and she discusses the role of the German Slavists Ernst Gluck and Johann Paus, who taught in Moscow, in the creation of the Russian translation of Orbis Pictus. In Russian culture of the beginning of the 18th century the question of the relationship between Church Slavonic and the literary Russian language of a secular orientation has become extremely relevant and even political. Ernst Gluck and his follower Johann Paus both leaned towards the peculiar unity of the Church Slavonic and Russian languages and the equal possibility of their use in speech. The reviewed manuscripts have clear traces of the establishment of linguistic Slavic-Russian oppositions, on the one hand, and a parallel translation of Russian words into German and Latin, on the other. This seems to reflect ad hoc, in-depth work on the language, rather than just study notes. The translation lists of the OR retained the elements of the single Slavic-Russian language proposed by him and enriched the students' speech.

Abstract
Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of "at least two foreign languages from an early age" (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).

En este artículo la autora muestra la relevancia del pensamiento de Comenio, que lo destaca frente a su contemporáneo Descartes, en lo que respecta a su concepción del ser humano como un ser en permanente despliegue y desarrollo. En ello la propia actividad del hombre entra a cumplir un papel fundamental en tanto actividad creadora y humanizadora. Se destaca con esto la íntima relación entre teoría y praxis y el papel político de su propuesta de reforma.AbstractIn this article the author shows the relevance of Comenio's thinking, which outstands him before his contemporary Descartes, in regards to his conception of human beings as a being in apparent deployment and development. In this the own activity of men enters to serve a fundamental role in regards to creative and humanizing activity. It highlights with this the intimate relationship with theory and praxis and the political paper of his proposal for reform.RésuméDans cet article l'auteur montre la pertinence de la pensée de Comenius qui se distingue devant son contemporain Descartes, en ce qui concerne sa conception de l'être humain comme un être dans un développement et un épanouissement permanents. La propre activité de l'homme a un rôle fondamental en tant qu'activité créatrice et humanisée. On met en relief avec cela le rapport intime entre théorie et pratique et le rôle politique de sa proposition de réforme.

Cover page -- Halftitle page -- Title page -- Copyright page -- Epigraph page -- CONTENTS -- PLATES -- PREFACE AND ACKNOWLEDGEMENTS -- INTRODUCTION WHAT IS A POLYMATH? -- DEFINITIONS -- DISCIPLINES -- AIMS AND METHODS -- TYPES OF POLYMATH -- THE MYTHOLOGY OF THE POLYMATH -- 1 EAST AND WEST -- THE GREEKS -- THE ROMANS -- CHINA -- EARLY MEDIEVAL EUROPE -- THE ISLAMIC WORLD -- THE HIGH MIDDLE AGES -- 2 THE AGE OF THE 'RENAISSANCE MAN' 1400-1600 -- THE IDEAL OF UNIVERSALITY -- THE MYTH OF UNIVERSALITY -- ACTION AND THOUGHT -- SCHOLARS -- UNITY AND CONCORD -- ARTISTS AND ENGINEERS -- LEONARDO -- THE RENAISSANCE WOMAN -- 3 THE AGE OF 'MONSTERS OF ERUDITION' 1600-1700 -- THE AGE OF POLYMATHS -- FEMALE POLYMATHS -- THE LANGUAGE OF POLYMATHY -- THE POLYMATH AS ENCYCLOPAEDIST: ALSTED -- THE POLYMATH AS PANSOPHIST: COMENIUS -- MONSTERS OF ERUDITION -- THE POLYMATH AS COLLECTOR: PEIRESC -- THE POLYMATH AS SCHOLASTIC PHILOSOPHER: CARAMUEL -- THE POLYMATH AS PATRIOT: RUDBECK -- THE POLYMATH AS PANSOPHIST: KIRCHER -- THE POLYMATH AS CRITIC: BAYLE -- THE POLYMATH AS SYNTHESIZER: LEIBNIZ -- MINOR POLYMATHS -- CONCORD -- ORIGINALITY VERSUS PLAGIARISM -- EXPLAINING THE GOLDEN AGE -- THE CRISIS OF KNOWLEDGE -- INFORMATION OVERLOAD -- FRAGMENTATION -- POLYMATHS UNDER FIRE -- LEONARDO SYNDROME -- 4 THE AGE OF THE 'MAN OF LETTERS' 1700-1850 -- THE EIGHTEENTH CENTURY -- PEDANTS AND POLYHISTORS -- A NEW IDEAL -- MEN OF LETTERS -- WOMEN OF LETTERS -- THE FRENCH ENLIGHTENMENT -- THE SCOTTISH ENLIGHTENMENT -- THE ENGLISH ENLIGHTENMENT -- FROM SPAIN TO RUSSIA -- THE NEW WORLD -- ENGLAND -- GERMANY -- SYSTEM BUILDERS -- THE SURVIVAL OF THE MAN OF LETTERS -- FRENCH CRITICS -- ENGLISH CRITICS -- THE NEW WOMEN OF LETTERS -- SCIENTISTS -- GERMAN SCIENTISTS -- BRITISH SCIENTISTS -- TOWARDS A NEW CRISIS -- 5 THE AGE OF TERRITORIALITY 1850-2000 -- POLYMATHS IN A COLD CLIMATE.

Education is a multidimensional social institution that is continuous and open to all citizens, starting from before school, including periods after school and after school, is an obligation of the state and a human right in our age. This perspective, which is gradually expanding the framework of education, requires that education be considered in economic, social and cultural realities in societies. Despite the opinions of thinkers such as Comenius, Locke, Rousseau, the main activities in education have been philosophical and methodological, while legal concerns have remained in the secondary plan. As a result of this situation, the individual's right to education has not been provided with a legal basis for a long period of time. The main goal of the United Nations, which was established after the Second World War in the international arena, is to develop universal respect for human rights and freedoms as a principle. The right to education, which is included in the fundamental rights in this process, has been regulated in some UN and Council of Europe documents, especially the Universal Declaration of Human Rights in 1948. Human rights and the right to education, which are guaranteed by international conventions, have also been protected by some legal regulations within the national legal system. The fundamental rights and freedoms of citizens in Turkey are regulated through the Constitution and laws. In addition, with the relevant legislation, a framework has been established for how these rights and obligations can be used. Key Words: Right to Education, National Documents, International Documents, Legal Bases

Flexibility of the employer's ability to manage human resources during the several-month "lockdown" due to the COVD-19 pandemic has proven crucial to the survival of a Slovak company. However, this flexibility, unlike other contractual relationships, is strictly regulated by the Slovak Labor Code. Given the scope of the problem, the paper focuses only on issues related to the possibility of creating and changing employment in the Slovak Republic, which must be addressed by the management of all companies. The main purpose of the study is to assess flexibility in creating and changing employment. In processing this managerial issue, analysis, synthesis, deduction, and comparison are used. It was found that the Slovak Labor Code is flexible enough and fulfills its purpose. Despite its flexibility, it also provides an employee with the necessary protection in employment relations and allows him, in agreement with an employer, to grant more rights than he himself guarantees. However, in the current information age, it does not allow for electronic conclusions of legal acts and still prefers the paper form. Another disadvantage is the finding that it does not regulate the institute of a management contract, which objectively causes problems between the employer and the manager, especially in the issue of stability of a managerial position. 
AcknowledgmentThis scientific paper was created within the project VEGA [1/0320/21] "The Role of Universities in Building the Knowledge Economy" and was supported by funds from Comenius University in Bratislava, Faculty of Management.

The relevance of local knowledge in cultural heritage is by now acknowledged. It helps to determine many community-based projects by identifying the material to be digitally maintained in multimedia collections provided by communities of volunteers, rather than for-profit businesses or government entities. Considering that the search and browsing of texts, images, video, and 3D models related to places is more essential than using a simple text-based search, an interactive multimedia map was implemented in this study. The map, which is loaded on a single HyperText Markup Language (HTML) page using AJAX (Asynchronous JavaScript and XML), with a client-side control mechanism utilising jQuery components that are both freely available and ad-hoc developed, is updated according to user interaction. To simplify the publication of geo-referenced information, the application stores all the data in a Geographic JavaScript Object Notation (GeoJSON) file rather than in a database. The multimedia contents—associated with the selected Points of Interest (PoIs)—can be selected through text search and list browsing as well as by viewing their previews one by one in a sequence all together in a scrolling window (respectively: "Table", "Folder", and "Tile" functions). PoIs—visualised on the map with multi-shape markers using a set of unambiguous colours—can be filtered through their categories and types, accessibility status and timeline, thus improving the system usability. The map functions are illustrated using data collected in a Comenius project. Notes on the application software and architecture are also presented in this paper.

This work has been carried out within the ACTTEA project: Supporting preservice teachers' construction of action-oriented knowledge (Project number: 526318-LLP-1-2012-1-EE-COMENIUS-CMP. Duration: 11/2012 – 10/2015). This project has been supported and funded by the Lifelong Learning Programme of the European Union. ; [EN]The handbook was written with the intention of collecting the type of professional knowledge that is of use to preservice teachers in different European countries. This particular knowledge turns out to be of relevance for the training of preservice teachers in the workplace also referred to as a practicum period, or the practicum for short, to learn the basics of the teaching profession in various school contexts. The multiple experiences extracted from the practicum and other real situations give the preservice teachers the opportunity to put into practice the theoretical background learnt in their university preparation. Thus, the teaching practice seems to be a valuable component of the teacher training programs since it provides preservice teachers with the opportunity to deal with real classroom situations in primary or secondary schools. Generally speaking the ultimate purpose of the practice is for preservice teachers to acquire a more sophisticated knowledge of the school by acquiring the know-how of teaching. This handbook intends to examine the action-oriented knowledge and reflective processes that preservice teachers display in practice by providing fifteen examples of teaching practices from four different contexts: Finland, Estonia, the Netherlands and Spain.

This text examines how practices of the self, after being part of a set of practices that schools have appropriated since the 15th century (such as aristocratic courtesy, knowledge practices at university, practices of Christian governance and self-governance), lost their centrality in the pedagogical discourse of Comenius, disappeared in that of Pestalozzi, and were attacked as dangerous in the pedagogical discourse of Dewey. The transformations in these practices are linked with those of conceptions of the subject, truth, morality, the aims of education and practices of knowledge and government in schools. The text also examines the meaning of the recent re-emergence of practices of the self in schools. ; El texto rastrea la forma como las prácticas de sí, constitutivas de la escuela, perdieron su centralidad en el discurso pedagógico de Comenio, desaparecieron en el de Pestalozzi y fueron atacadas como peligrosas en el discurso de Dewey. Tales prácticas formaron parte de un conjunto más amplio en donde se localizan las prácticas de cortesía de la aristocracia, las prácticas de saber de las universidades, las prácticas de gobierno y auto-gobierno cristiano de los monasterios, entre otras, y contribuyeron a ensamblar la escuela y la pedagogía desde el siglo XV. Su examen relaciona sus transformaciones con las de las concepciones del sujeto, la verdad, la moral, los fines de la educación, y las prácticas de saber y gobierno de la escuela. Interroga, por último, el sentido de la reemergencia reciente de las prácticas de sí en la escuela.

En el texto se examinan las recurrencias y discontinuidades entre la pedagogía de Comenio y la de Vives, a partir de cuatro problemas centrales referidos a la constitución del sujeto: lo que el sujeto puede esperar, las formas de relación entre el sujeto y la verdad, las formas de gobierno de los sujetos, y las formas en que son dispuestos en relación consigo mismos. La mirada se dirige al conjunto de fines, conceptos y prescripciones de los tratados y otros escritos pedagógicos de Comenio.Abstract Résumé Dans le texte les récurrences et discontinuités sont examinées entre la pédagogie de Comenius et celle de Vives, à partir de quatre problèmes centraux concernant la constitution du sujet: ce que le sujet peut attendre, les formes de rapport entre le sujet et la vérité, les formes de gouvernement des sujets et les formes dont elles sont disposées en elles mêmes. Le regard est adressé à l'ensemble de fins, concepts et prescriptions des traités et d'autres écrits pédagogiques de Comenius.The text examines the similarities and discontinuities between Comenio's pedagogy and Vives' pedagogy, from the four main problems referred to the constitution of the subject: what he can expect, the ways of interaction between the subject and the truth, the ways of government of the subjects, and the ways in which they are located in relation with themselves. The glance is directed towards the group of goals, concepts and prescriptions of treating and other of Comenio's pedagogical writings.

Cover -- Halftitle page -- Series page -- Title page -- Copyright page -- Photos -- Dedication -- CONTENTS -- FOREWORD Graham Henderson -- ACKNOWLEDGMENTS -- TRANSLATOR'S NOTE -- TIMELINE -- Introduction Erin Plunkett -- Care for the Soul -- The Soul in the Polis -- The Whole and the Natural World -- Phenomenology, Objectivity, and Technology -- Asubjective Phenomenology -- Patočka's Aesthetic and Literary Criticism -- Myth, Guilt, and Uncertainty -- History and the Movement of Life -- PART ONE Early Texts -- CHAPTER ONE A Few Remarks on the Conceptof "World History" (1935) -- CHAPTER TWO The Idea of Education and its Relevance Today (1938) -- PART TWO Care for the Soul -- CHAPTER THREE Limping Pilgrim Josef Čapek (1950-3) -- CHAPTER FOUR On the Soul in Plato (1972) -- CHAPTER FIVE Comenius and the Open Soul (1970) -- PART THREE Phenomenology -- CHAPTER SIX The Natural World and Phenomenology (1967) -- CHAPTER SEVEN What is Phenomenology? (1975) -- Introduction -- What is Phenomenology? -- PART FOUR Arts and Culture -- CHAPTER EIGHT Time, Myth, Faith (1952) -- CHAPTER NINE Art and Time (1966) -- CHAPTER TEN Time, Eternity, and Temporality in the Work of Karel Hynek Mácha (1967) -- CHAPTER ELEVEN On the Principle of Scientific Conscience (1968) -- CHAPTER TWELVE The Writer's Concern (Toward a Philosophy of Literature) (1969) -- CHAPTER THIRTEEN Ivanov (1970) -- CHAPTER FOURTEEN The Truth of Myth in Sophocles' Theban Plays (1971) -- CHAPTER FIFTEEN On Faust: The Myth of the Pact with the Devil-Observation on the Variants of the Faust Legend (1973) -- PART FIVE Philosophy of History -- CHAPTER SIXTEEN The Spiritual Foundations of Life in Our Time (1970) -- CHAPTER SEVENTEEN The Dangers of Technicization in Science according to E. Husserl, and the Essence of Technology as Danger according to M. Heidegger(Varna Lecture, 1973).