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Intellectual History in the Context of Czech and European Historiography in 19th and 20the Century
Čtvrtník, Mikuláš ; Beneš, Zdeněk (advisor) ; Středová, Veronika (referee) ; Horský, Jan (referee)
The main thematic scope and basis of the PhD thesis is the specific movement in the historiography called duchové dějiny (in English partly misleading translation intellectual history) in the form, in which it was developed in German speaking lands as Geistesgeschichte, and in the Czech historiography as duchové dějiny outlined by Zdeněk Kalista. In the PhD thesis duchové dějiny is put into the wide context of the development of historical thinking and methodology in the 19th and 20th century. The PhD thesis treats the subdiscipline of duchové dějiny in many perspectives and at different levels and thematically is not enclosed by the boundaries of the duchové dějiny itself. The duchové dějiny is here in a way an optics through which one line of historiography and historical thinking in the 19th and 20th century is observed, treated and interpreted. The PhD thesis also aims to connect the history and its methodology with the archivistics and archival theory. In this way proposes the thesis certain solutions. Nowadays, duchové dějiny belongs rather to the marginal movements or subdisciplines in the historiography in the Czech and German speaking lands, contrary to intellectual history in Anglophone areas. In spite of this the PhD thesis tried to show, that the duchové dějiny is still alive,...
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Historical curriculum at primary school
Šulcová, Jana ; Dvořáková, Michaela (advisor) ; Stará, Jana (referee)
This thesis discusses the historical curriculum in primary school and looking for ways to teach it effectively. Its aim is to analyze the educational goals of the historical curriculum of primary school. The introduction deals with the question of why history should be part of education in the first grade of primary school. Furthermore, it compares the historical conception of education at primary school in our conditions with the concept of the state, whose aims and methods of historical thinking are inspiring for us. Based on the findings and recommendations of domestic and foreign researches are in the empirical part of the thesis didactic designed tutorials selected topic historical subject matter with regard to diagnosis and development of historical thinking. Proposed lessons were implemented in the second year of primary school. At the end of each lesson is to evaluate the effectiveness of proposed schemes through analysis worksheets and comparing the results of the input and output mind maps and chalk talk. The entire set of lessons is evaluated through analysis of the final evaluation sheets pupils.
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The Goll ś style. A study to the historical thinking of Jaroslav Goll
Pazderský, Roman ; Beneš, Zdeněk (advisor) ; Činátl, Kamil (referee)
Roman PAZDERSKÝ, The Goll's style. A study to the historical thinking of Jaroslav Goll, rigorous thesis, FF UK, Prague 2013 This thesis seeks to expose the theme style of famous Czech historian Jaroslav Goll (1846- 1929). The methodological basis of this work is the concept of style analysis as one of the possible ways to understanding the Goll's historical thinking. Style, understood as the outward projection or reflection of deep contents of historian's historical thinking, leads the author this work to the detailed reflections of real nature of Goll's thought about the history and historiography, which often finds itself in evident collision with the stereotypical image of the Goll's rigid historiographical "positivism". The author wants, on the basis of precise analysis of the Goll's texts (including the surviving notes of his university lectures), to offer a qualified statement especially about non-positivist moments of the Goll's historical thinking, which are in his work represented firstly by the way of Goll's approach to historical themes and secondly by the so-called "symptomatic features of the Goll's historiographical style". All these problems open also a much broader issue on the adequacy of the concept "positivism" as a general designation for the intellectual orientation of the...
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Primary pupils' historical thinking
Kopecká, Karolína ; Dvořáková, Michaela (advisor) ; Stará, Jana (referee)
PRIMARY PUPILSʼ HISTORICAL THINKING Abstract This thesis deals with development of childrenʼs historical thinking in primary school. At the beginning of the theses, changes in the Czech history curriculum are presented. Moreover, it discusses psychological relations of historical thinking and introduces important Czech and foreign works presenting researches in this field of study. The thesis depicts the course of the qualitative research focusing on the level of historical thinking skills of the fifth graders, especially their historical understanding. The research also contains four lesson plans including special tasks for children. At the end of the thesis, the influence of these tasks on childrenʼs historical thinking is examined and described. The suggested methods should be not only an inspiration source for teachers, but also a possible way of development of historical thinking of primary school pupils. Key words: historical thinking, historical inquiry, evidence and artefacts, child as a historian, historical inquiry question, history at school Vedoucí diplomové práce: Ing. Michaela Dvořáková Autor diplomové práce: Karolína Kopecká Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: prezenční Diplomová práce dokončena: červen, 2012
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Josef Šusta and textbooks of world history
Dvořák, Rudolf ; Beneš, Zdeněk (advisor) ; Čechurová, Jana (referee)
Key words: Josef Šusta, textbook, world history, historical thinking This bachelor thesis investigates changes in text of textbooks by Josef Šusta and Jaroslav Bidlo. I use a comparative method to analyse changes in the textbooks for grammar chools. An important part of the theme is a personality and historical thinking of Josef Šusta. In the first chapter I am interested in influence of the textbooks. I deal with quality of the text also. A specific part is a comparison with other textbooks for grammar schools of the time. I place special emphasis on ability of synthesis. An aim of the second chapter is to analyse changes that were found in the textbooks. I investigate the textbook as a source that describes an education of three different state systems. This fact makes possible to know an importance of historical events that were contained in the books. The third chapter deals with an art of synthesis and historical thinking of Josef Šusta. The historian is presented as a personality who cultivated a historical consciousness of the nation. Šusta's main contribution is in his idea of historical development and perceiving of historical tradition. A very important part is also the historian's view of popularizing of the science. Šusta's historical thinking represents an intensive interest in...
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