Dielo Jána Kollára zohralo svojho času významnú úlohu. Vysoko sa hodnotí Kollárova poézia, ale zaznávajú sa jeho vedecké práce. Jednou z vedecky kontroverzných otázok, o ktorej sa v kollárovskom výskume nehovorí, je Kollárova teória o pôvode Slovanov z Indie. V Slávy dcere sa Kollár o Indii zmieňuje ako o pravlasti Slovanov. Takéto vysvetlenie podal aj v dnes už prakticky zabudnutom spise Sláwa Bohyně a původ gména Slawůw čili Slawjanův (1839). Cieľom príspevku je preskúmať tento spis, poukázať na jeho miesto v dobovom diskurze o pôvode Slovanov, ako aj na jeho relevantnosť pre pochopenie Slávy dcery. and The works of Ján Kollár played an important role in its time. His poetry is held in high esteem but his scholarly work is ignored. One of his scholarly controversial issues which is absent from the Kollár research is Kollár's theory of the origins of the Slavs from India. In Slávy dcéra (The Daughter of Sláva) he mentions India as the homeland of the Slavs. He propounded this explanation also in the now almost forgotten treatise Sláwa Bohyně a původ gména Slawůw čili Slawjanův (The Glory of the Goddess and the Origin of the Name of the Slavs or Slavyans, 1839). The paper aims at exploring this treatise, showing its place in the contemporary discourse on the origins of the Slavs as well as its relevance for the understanding of Slávy dcéra.
Štúdia pojednáva o sociálnych vzťahoch medzi rovesníkmi vo výchovnoinštitucionálnych kontextoch z hľadiska angažovanosti telesných prvkov v ich vzájomných interakciách. Ide o snahu prakticky rozvinúť tzv. etnografiu tela, ktorá namiesto rečovej analýzy zohľadňuje pozorovanie správania a prejavov participantov. Ozrejmené sú špecifické formy telesného kontaktu využívané jednak pri utváraní rovesníckych zoskupení a taktiež aj pri intencionálnom rovesníckom učení sa. and The study reports on social relations among peers in the contexts of various educational institutions. The aim of the study is to emphasize the importance of bodily expressions and their involvement in the constitution of peer-to-peer interactions, with focus on the ethnography of the body, reflecting rather the participants' behaviour than their speech. The author comments on various forms of corporeal contacts as key factors in the creation of peer groups and the intentional peer learning.
There was published a pamphlet called Aké bude Slovensko o sto rokov? (1920), [What will Slovakia be like in 100 years?] just a century ago. It offered a vision of Slovak national state's future – the state flourishing with social welfare, scientific and technological progress and moral maturity of citizens. Adaptation of "happy national home" idea for future, written by engineer Jozef Dohnány (1873 – 1947), carries marks characteristics for utopias. The conference paper approaches to Dohnány's vision as to a branch of modern dynamic utopic phenomenon, creating a communication space, especially in the 19.th and 20.th century, for expressing desires and ideals, testing possibilities of mental borders and calling for social or political mobilization in favour of achievement realistic, or even unrealistic aims. The paper uses interdisciplinary interpretative approach for analysis of Dohnány vision's ideological structure, compares it in relation to More's prototype of utopia and refers to representations of "period's presence" in utopic genre.
This article deals with the problem of male homoeroticism and anal intercourse in two verses of the Book of Leviticus (18:22 and 20:13) belonging to the textual set called the Holiness Code (H). The article comprises two parts. The first represents a philological analysis and interpretation of these two texts, while the second is an attempt to understand the anthropological framework and behavioural patterns lying behind the texts. In the first part, the standard interpretative and translation tradition considering the active (insertive) partner as the primary addressee of the proscription is critically examined. The article inquires into the crucial Hebrew idiom, miškǝvê 'iššāh, "the lying down of a woman", which represents the central clue to a proper understanding of the two texts. The article rejects the mainstream interpretative and translation tradition. Based on a new lexical, syntactic and semantic analysis, it proposes an alternative translation and interpretation which sees the passive (receptive) partner as the addressee of the proscription. The second part of the article discusses the two main interpretative frameworks for the anthropological interpretation of the two texts. The first is "shame and honor dialectics" and the second is the prohibition of the mixing of kinds, in this case the mixing of gender roles. The latter is regarded as principal. It means that the Holiness Code condemns miškǝvê 'iššāh, "the lying down of a woman", with another male, i.e. the acceptance of the receptive sexual role within inter-male anal intercourse, as a culturally relevant expression of "cross-gendering".
This study is a contribution to the lively discussion over the past twenty years comparing the ideas formed by T.G. Masaryk, Friedrich Naumann and M. Hodža during the First World War. The author mainly focuses on comparing ideas from their key well known publications (Masaryk's The New Europe, Naumann's Mitteleuropa, Hodža's Federation in Central Europe). He states that all three politicians agreed that Europe in the future had to be democratic, but their specific ideas about its character and about the importance of nation states differed. Naumann's plan was to create a democratic Central Europe under German leadership, which Masaryk and Hodža refused outright.
Príspevok poukazuje na rôzne podoby vplyvu materskej školy na socializáciu dieťaťa do spoločenských rytmov štruktúrovania času. Jedným z dôsledkov opakovaného styku detí so špecifickými náležitosťami školy, ktorý analyzujeme, je osvojenie si záväznosti časového rámca. Zameriavame sa na skutočnosť, že pre inštitúciu školy je charakteristický presný režim dňa, časová následnosť činností, ktoré sú dennodenne opakované v rovnakom poradí. Udalosti v škole sa neodohrávajú preto, že ich aktéri majú osobný záujem na ich realizácii, ale preto, že nastal čas, aby sa diali. Rozvrh a časové pravidlá školy sú neosobné a neúprosné. Ďalším dôsledkom pôsobenia časovej organizácie školy, ktorému sa v článku venujeme, je dennodenná konfrontácia detí so špecifickými časovými konštruktami, ktorými sa riadi život v škole. Deti sa učia fungovať v časových jednotkách, ktoré sú vymedzené na vykonávanie rôznych aktivít i na odpočinok. Získavajú skúsenosti s výberom podstatných udalostí a informácií z množstva podnetov prichádzajúcich súčasne a upriamovaním pozornosti na podstatné znaky situácie. Škola taktiež uvádza deti do "kalendárového" fungovania spoločnosti, dáva nový význam časovým konštruktom, akými sú napríklad deň, týždeň, víkend, prázdniny. Tieto súčasti školského života priamo i skryto pôsobia počas rokov školovania a podieľajú sa tak na procese "načasovania sa", na procese postupného vnímania, ovládania a podriadenia sa časovému usporiadaniu života typickému pre konkrétnu kultúru. Nasledujúci text sa snaží opísaním a interpretovaním všedných, každodenne sa opakujúcich situácií a fenoménov, týkajúcich sa časovej organizácie života školy, o zviditeľnenie materskej školy a jej úlohy v tomto procese. and This contribution comments on various impacts of the kindergarten on children's socialization into the social rhythms of time structuring. One of the consequences of the repeated contact with such specific school environment is the assumption of an obligatory timing framework. We focus on the fact that school is an institution of rather strict daily routine, with activities repeating day after day in the same order. Events at school do not happen because of their actors being interested that they do, but because it is time for them to happen. The time schedule and the rules of the school are impersonal and inevitable. Another consequence of the organization of time in schools is the everyday confrontation with the specific timing structures governing the school life. Children learn to work in units designed for various activities and resting. They get new experience choosing important events and information from a lot of simultaneous actions, paying attention to the essential features of the situation. Also, school introduces children into the "calendar" of the society, explaining time structures like days, weeks, weekends or holidays. Describing and interpreting everyday situations related to the timing organization of school life, this text is focused on kindergartens and their role in this process.