Suchergebnisse

The study of the Bulgarian system of political parties assumed a relatively important position in the context of research in the genesis of party and political arrangements in post-communist countries of Central, South-East and Eastern Europe in the 1990s. It can be said that, in spite of certain delay, Bulgarian multipartism became one of the privileged subjects of that research, similarly to post-communist pluralisms in Poland, Hungary and the Czech Republic (and/or Czechoslovakia). The attention given to Bulgarian party system was not a mere coincidence. The fact is that apart from some endemic peculiarities, Bulgarian multipartism also showed – and still, to a large extent, shows - some distinct features of indisputable interest and importance for the construction of models of formation of pluralist party systems, features linked especially with the complex phenomenon of Bulgarian post-communist party and political (bi)polarisation and its medium and long term system forming consequences. This article is a contribution to the discussion about the remarkable aspects of Bulgarian post-communist multipartism. In this perspective, special attention will be paid to links between the Bulgarian model of major pole dualism (Union of Democratic Forces, SDS, and Bulgarian Socialist Party, BSP), the format of its party system and the systemic effect of the "extended" ("protracted") initial social and political polarisation. In this context, also some partial issues related with the evolution of the potential and role of "third parties" in present-day Bulgarian context will be briefly addressed. ; The study of the Bulgarian system of political parties assumed a relatively important position in the context of research in the genesis of party and political arrangements in post-communist countries of Central, South-East and Eastern Europe in the 1990s. It can be said that, in spite of certain delay, Bulgarian multipartism became one of the privileged subjects of that research, similarly to post-communist pluralisms in ...

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.