Suchergebnisse

The following text is based on the outcomes of a long-term field research carried out in eastern Slovakia, and it focuses on the character and specifics of religiosity of the Romany settlements inhabitants. One of the characteristic features of this religiosity is the fact that its core is still based on magical practices while Christianity only covers it on the surface. We will attempt to document this feature by examining a particular example of a chosen institution, this institution being the ritual procedure of the oath at the cross. Even though this practice is commonly known and frequently mentioned in literature, we are of the opinion that most references have so far been of the character of a mere record without an attempt to comprehend its inner nature. Thus, our objective is to explore the intrinsic logic of this institution, which may moreover be helpful in terms of illuminating the whole of the religious system of the Romany settlements inhabitants because in many aspects it may be treated as a model example of a magical procedure concealed under the garb of Christianity. Consequently, this concrete consideration may be generally valid on the structural level.

The social transformation in post- totalitarian countries is characterized by extraordinarily dynamic differentiation tendencies. With respect to social groups & territorial communities, these tendencies differ or are even contradictory, resulting in an internal social & territorial polarization in the national systems concerned. These polarization processes are, on the one hand, a reaction to the equalizing tendencies in communist countries, and, on the other hand, are the result of the need for qualitative changes to social structures. One such structure is the regional organization of society, which owing to the heterogeneous nature of the conditions it exists in has very specific features. Essentially it is the environmental organization of society, where the effects of social & natural factors are combined. Consequently, there is typically a higher level of territorial inequality in the distribution of economic activities than in social distribution, and, by contrast, less variability of geographical differentiation than social differentiation. These features are demonstrated in an empirical analysis of the current development in the Czech Republic, wherein a distinction is made between two ways of assessing regional distribution. First, there is the assessment of differentiation of the territorial intensity of economic activities (economic aggregate/km2). Second, there is the assessment of relative economic & social development (economic aggregate/inhabitant). Despite the differences in the level & variability of the two types of regional differentiation, there are similar trends in their development, heading towards greater inequalities.

Karel Müller: Industriální zdroje, ekonomický růst a sociální změnaJsou národní sociologické společnosti v krizi?; Lokální, regionální a globální sociologie; Miloslav Petrusek: Společnosti pozdní doby; Světový sociologický kongres v Jokohamě; Jak porozumět kultuře v kontextu soudobé sociální teorie?; Jiří Bystřický a kol.: Mediální moderna: Studie k soudobým formám de-abstrakce a mediality; III. Na téma historické sociologie; Osobní identita a čas; O umírání a smrti. K českému vydání knihy Norberta Eliase O osamělosti umírajících; Ani pokrok, ani zmar: Minulý přelom století lidé víc prožívali

This article inquires into the connection between individualisation and environmental issues. Following an introduction to the topic in the opening of the article in chapters II and III the author provides a definition of some basic concepts and asks whether and how the relationship between individualisation and environmental issues is reflected in sociological literature. In chapter IV the author formulates a general framework that in chapter V gives insight into the inconsistent conception of individualisation in environmental ideologies. The article closes with chapter VI, in which, with the aid of a theoretical sociological framework, the author formulates some themes for studying the environmental aspects of the individualised lifestyle.

The article presents selected results from an ethnographic study on the (re)production of gender in the classroom. In this analysis, gender is conceived as a principle manifested in interactions, a principle that structures the lives of individuals and the collective, and not as a complex of essential characteristics of an individual. Gender is analysed in relation to other categories like age and ethnicity. These represent additional re/constructed categories that influence social inequality. These categories tend to be viewed as natural sources of social difference and the legitimisation of inequalities. An analysis of the ways in which these categories are activated in the social fi eld makes it possible to go beyond the boundaries of research on the reifi cation of these categories. In this article, the author shows how these categories intertwine and connect and how the interplay between them is manifested in the behaviour and strategies of various actors, i.e. students, in the classroom.

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.