Suchergebnisse

Die vorliegende Arbeit fragt nach Formen autonomer Individualität, welche zugleich nicht hinter die postmoderne 'Auflösung des Subjekts' zurückgehen. Diese Problematik wird zunächst vor dem Hintergrund der Analyse von Friedrich Nietzsches Begriff des souveränen Individuums diskutiert. Hierbei werden neben der begrifflichen Analyse auch die Ergebnisse der Nietzscheforschung zum Thema behandelt. Um das Konzept souveräner Individualität aber auch weiter zu entwickeln, wird darüber hinaus ein Vergleich zu Foucaults Analyse der antiken Selbstsorge vorgenommen. Die Ergebnisse dieser Analyse werden daraufhin auf Probleme der aktuellen Subjektphilosophie übertragen. Hierbei steht die Frage im Mittelpunkt, wie die Depotenzierung des Subjekts durch die Idee einer autonomen Individualität ergänzt werden kann. Neben dem erstmals vorgenommenen Vergleich zwischen Nietzsches und Foucaults Konzepten der Selbstsorge entwickelt Johannes Heinrich also auch den Begriff einer autonomen Identität, der bereits durch die dekonstruierende Kritik jüngster Subjekttheorien hindurchgegangen ist.

Abstract
The present paper focuses on the question of how usage is marked within dictionary macrostructure of five most representatives of EFL lexicographic works, namely Collins Cobuild Advanced Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner`s Dictionary, Cambridge Advanced Learner`s Dictionary and Macmillan English Dictionary. What is more, it sets a number of reasons why this particular area of lexicographic enquiry poses problems not only for dictionary users but also for dictionary compilers.

Abstract
The paper explores possibilities of a more intensive use of comparative literature within literary education in which the adoration of national literature prevails together with the abstraction of the concept of world literature. This means putting more emphasis on area and comparative approaches. Emphasising comparative literature may bring in a search and respect for otherness, since it is not connected to any national language and literature, to any concrete tradition and culture, but refers to their variability, with the aim of explaining the contact with the other, which can be close as well as different. More effort should be put especially on the attempt to point to the interconnectedness and mutual influencing. The so-called educational, didactically applied comparatistics is a field of comparative literary studies aimed at overcoming binary, ethnolinguistic opposition of "the national" and "the worldly" in education, and, as far as literary education is concerned, it could become a new methodological stimulus. As a methodological basis of this educational comparative studies is being used the hermeneutic understanding of otherness, though not the interculturally remote one, but a close otherness which exists, for example, in the intertextuality of a particular work emerging within the framework of the "neighbourhood" of common Central European area. What is meant here is, first of all, the so-called innovated imagology, concentrated on the interpretation of images by means of which verbal text renders foreign countries and nations. The overall meaning of imagological impulses can also be seen on the weakening of the opposition of the traditional categories of "national" and "world", as well as in the overcoming of the ideas of some cultures being more developed at the expense of other ones. Applying the area and comparative approach, educational comparative studies may facilitate the dialogue of literature as art also with other spheres, and have integrating as well as didactic function, or develop the feeling of mutuality and the ability to "compare", not only in linguistic and ethnic circumstances, but in the value-contextual ones as well.

Abstract
Migration issues and the development of social relations to people of different cultures make multicultural education a frequently discussed topic in Slovakia these days. When it comes to culture, diversity, variety and plurality dominate because of the existence, as well as interactions, of different ethnicities, races or nations. School education focuses on drawing attention to the existence of such differences or specificities, therefore multicultural education is becoming more and more important. At higher education institutions, multicultural education is especially important in case of the students who are to become teachers themselves. Development of positive qualities and approaches, including the acceptance of cultural differences, should necessarily be a part of the pre-gradual preparation of teachers. The article presents a content analysis of student essays on the perception and understanding of the Universal Declaration of Human Rights as was one of the elements of multicultural education at HEIs.

"The Napoleonic Tradition in Public Administration" published on by Oxford University Press.

"Violence, Politics, and Gender" published on by Oxford University Press.