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Start Over Coverage 137-152

2. Kantáta Alceste e Fileno: nejstarší známé dílo Josefa Myslivečka?

Creator:
Zdrálek, Vít
Format:
bez média and svazek
Type:
model:article and TEXT
Language:
Czech
Description:
The earliest composition by Josef Mysliveček (1737–1781), evidently written before he left for Italy (1763), was proved to be the occasional congratulatory cantata Alceste e Fileno, to an anonymous, allegorical pastoral text. The unanimous dating of the composition before 1757 is helped by a dedication, on the occasion of the election of the Zbraslav Cistercian Monastery abbot Desiderius Andres (in function between 1757 and 1770). The unique, undated copy of the cantata, in the music collection of the Osek Cistercian Monastery in north-western Bohemia, (deposited in the National Museum, Czech Museum of Music in Prague, shelf-mark CZ Pnm XXXII A 62) and procured by the local choirmaster Leonard Dont is presumably affiliated to the original source (perhaps the dedication autograph), from the Zbraslav music collection, today considered to be lost. The opening sinfonia, surviving in five other individual copies, suggests further hypotheses. It survives, amongst others, in the Waldstein music collection, in a group of Mysliveček’s early sinfonies, which are believed (by J. Čeleda, and R. Pečman) to be identical with the composer’s first works, which, according to the obituary, written by J. M. Pelcl, the composer had performed in an unspecified Prague theatre – probably, in fact, in the Waldstein Palace. The dating of the piece suggests that at the age of twenty, J. Mysliveček had already composed, and left Prague with certain compositional skills.
Rights:
http://creativecommons.org/publicdomain/mark/1.0/ and policy:public

3. Volnost, svoboda a skutečná svoboda

Creator:
Ringen, Stein
Format:
print
Type:
model:internalpart and TEXT
Language:
Czech
Description:
Two schools of freedom are considered and compared, 'the liberty school' and 'the real freedom school'. For the liberty school, freedom is freedom of choice. In the classical understanding, that is seen as a matter of rights. In the modern, revised understanding, it is seen as depending on rights, resources and arenas. For the real freedom school, freedom is a matter of being one's own master. This is viewed not as 'rational choice' but as being in control of both the ends and the means in shaping one's life. Freedom is now a function of liberty and reason. The challenge the real freedom school puts to us is the psychological problem of self-control. The second part of the article considers and defies 'reason'. Reason is seen as a competence that must be learned. It consists of the application in life choices of values and norms. Values and norms are beliefs about what is good (or bad) and right (or wrong). Operational values and norms are grounded in evidence-based faith and are learnt in institutions, in particular in families, schools, and arenas of deliberation. The politics of freedom goes to the protection and nurturing of institutions. The method of analysis is individualistic, but the final conclusions social. It is argued that the real freedom school of freedom should be the preferred one for the advancement and protection of freedom in today's world.
Rights:
http://creativecommons.org/licenses/by-nc-sa/4.0/ and policy:public