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Openness to samesex marriage from the perspective of religious and nonreligious high school students.
Hejduková, Lucie ; Tuček, Milan (advisor) ; Wirthová, Jitka (referee)
The diploma thesis deals with the attitudes of religious and non-religious high school students towards the possible marriage of same-sex couples. The theoretical part focuses on the process of emancipation of homosexuals up to the present, when the discussion of this issue is a current topic both in society and in the political sphere. The respondents' openness to homosexual marriage is viewed, among other things, through the lens of their religious beliefs. The research group consists of six male and female students of Prague grammar schools, of which three respondents are Christian and three are non-religious. In the form of a semi-structured interview, the study finds out to what extent the respondents are open to the legalization of gay marriage, whether they agree with using the term marriage also for same- sex couples, and what role their religious beliefs play in their opinion on the issue. The results of the study show that five out of six interviewed respondents see the lack of registered partnership as unequal rights compared to the institution of marriage. All religious respondents comment on the nature of homosexuality and the need to increase the rights of homosexual couples. They justify their attitudes due to the influence of the Christian upbringing that was provided to them in the...
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Contemporary Educational Legitimation Ecology: positions, knowledge, and critique
Wirthová, Jitka ; Balon, Jan (advisor) ; Veselý, Arnošt (referee) ; Fučík, Petr (referee)
This dissertation focuses on the current Czech space of legitimation practices in education as a variable sphere of justification and critique of educational goals rooted in global transformations of educational institutions, autonomies of the nation states and transnational comparative data. Since the debate on educational reform (2004), the Czech legitimation educational ecology has been diversified by different types of knowledge and actors (state, non- profit, private sector). In this work, I argue that legitimation as a critical action is today, in various ways and processes (knowledge regimes, patterns of actorship) derived from traditional jurisdictions (state and professional structures) and moves to more flexible structures, which I call topologies. In jurisdictions, mostly passive audiences remain. New legitimation topologies connect values and data and, in many ways, replace dysfunctional state structures, using specific disconnections, but also question the public nature of negotiating educational goals. Based on relational ontology and sociological topological studies and through a qualitative relational analysis of legitimation practices in three fields (published normative documents, public debates and semi-structured interviews with state and non-state actors) I show in the period...
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Sociomapping pupils' social relationships and adaptation in a school class
Rábek, Tomáš ; Šípová, Ivana (advisor) ; Wirthová, Jitka (referee)
Sociometric methods can provide early identification of problems within the social realm of a classroom and therefore contribute to a faster and more efficient solution. One of the most used sociometric tools in the Czech Republic is the Sociometric rating questionnaire (SO-RA-D; Slavíková et al., 2007). Yet it was never examined to what extent this tool can predict the risk of ongoing bullying or pupils' social maladaptation (defined here as a subjective feeling of threat, hostility, indifference/apathy, distrust, and intolerance). Moreover, it is not clear if a circular sociogram which is commonly used for visualization of results in SO-RA-D can capture elements of class structure which are important for the following intervention. For these reasons, the following work quantitatively tests out on the sample of 6 classrooms at Prague's private secondary school (n=113) the extent to which the questions used in SO-RA-D can predict social maladaptation (measured by a questionnaire B-3; Braun, 1998) and the risk of ongoing bullying (measured by questionnaire Guess who?; Kolář, 2011). At the same time, this work is testing the relative effectiveness of newly formed relational questions relative to the ones used in SO-RA-D. This work also tests the effectiveness of newly formed questions focusing on...
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Experts in Educational Policy in the Czech republic
Sandtnerová, Michaela ; Mouralová, Magdalena (advisor) ; Wirthová, Jitka (referee)
This bachelor thesis deals with the issue of experts in educational policy in the Czech Republic. It focuses on regular discussion meetings about the topics of educational policy which are called "kulaté stoly" (round tables). They are organized by the non-profit organization SKAV. The topic of the bachelor thesis is quite unexplored and the bachelor thesis takes the first look into this issue. It focuses on various categories of experts who express their opinions about different topic of educational policy. The main aim of this thesis is to identify who are these experts, from which organizations and professions they are and how often they appear at the discussion meetings. Besides these discussion meetings, in this bachelor thesis, members of expert groups which participate in creating the strategic documents (Bílá kniha, Strategy of educational policy till 2020 and Strategy of educational policy till 2030) are analyzed. In the first part of the thesis, the theoretical and factual background of the topic is presened. In the second part of the thesis, the round tables are analyzed, experts who are invited to discussion meetings are categorized and the experts with the highest amount of attendances are identified. Thesis concludes that experts in czech educational policy could be classified into...
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Postmodern Society and Contemporary Tasks of Education
Wirthová, Jitka ; Lorenzová, Jitka (advisor) ; Strouhal, Martin (referee)
(in English): This Diploma work is examining the relation between contemporary social conceptions and aims of education how these are expressed by curriculum documents mainly in Czech Republic. But this relation is not the case of easy and unidirectional impact of social knowledge to educational science. That is why the first part of this thesis is focused on four important postmodern philosophical and sociological concepts differently delimiting as distinct from modern society. General overview of contemporary society change characteristics proceeding from these analyses is the basis of rather different ways of pedagogical thinking followings. With three pedagogical conceptions simultaneously present in nowadays pedagogical discourse, but originally emerged in different eras and different social backgrounds I am trying to point to considerable antinomy demands on present aims of education. I am delineating which phrasings of social reality the contemporary Czech educational policy is rising from. I am stating that the reduction of social reality as background of education in general can lead to formation of ambivalences in suggested educational policy solutions. Finally this diploma work is trying to put forward brief proposals for solution of these new problems of education.
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