scholarly journals The Experiment of Night: Jan Patočka on War, and a Christianity to Come

Labyrinth ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 138
Author(s):  
Martin Kočí
Keyword(s):  
20Th Century ◽  
Driving Force ◽  
Philosophy Of Religion ◽  
Historical Analysis ◽  
Social Conflicts ◽  
Modern Logic ◽  
To Come ◽  
Mode Of Being ◽  
Modern Warfare ◽  
Specific Search

In the wake of the present-day crises, social conflicts and growing divisions, Patočka's reflections on war and totalitarianism appear abiding. Moreover, the enigmatic language, which Patočka uses, especially in his late Heretical Essays, sounds provoking and paradoxical. This article elaborates on the hypothesis that Patočka's reflections provide us with something more than a historical analysis interpreting the wars of the 20th century, and the 20th century as a war. I will argue that Patočka finds an intrinsic link between modernity, as a particular mode of being, and war and totalitarianism as unavoidable consequences of such a mode of being. To describe this situation, Patočka puts forth the dialectic of the light of day and the darkness of night. Paradoxically, in a somewhat mystical turn, Patočka gives preference to the night as the driving force of transgressing modern logic and the defective mode of modern being which throws crowds to the hell-fire of modern warfare. Against this background, this paper will present an innovative reading of Patočka's reflections as a specific search for an adequate spiritual response to the discontents of modernity. I will suggest that the trajectory of Patočka's thought can be read through the lens of a particular philosophy of religion, even though Patočka never elaborated on this avenue explicitly. Thus, I will propose that Patočka's thought opens up the possibility of reconsidering a heretical idea of Christianity that is coming after Christianity.

‘A Russian revolt, senseless and merciless...’: The 100th anniversary of 1917 revolution in Russia

2018 ◽  
pp. 169-180
Author(s):  
Nikolai A. Zhirov ◽  
Keyword(s):  
20Th Century ◽  
Basic Research ◽  
100Th Anniversary ◽  
Scientific Conference ◽  
Social Conflicts ◽  
State University ◽  
Russian Scientific ◽  
The People ◽  
Source Studies ◽  
Preceding Period

On September, 21-23, the I.A. Bunin Yelets State University, supported by the Russian Foundation for Basic Research (RFFI), held an All-Russian scientific conference ‘In the time of change: Revolt, insurrection, and revolution in the Russian periphery in the 17th – early 20th centuries’. Scientists from various Russian regions participated in its work. The conference organizers focused on social conflicts in the Russian periphery. The first series of reports addressed the Age of Rebellions in the Russian history. They considered the role and the place of the service class people in anti-government revolts. Some scientists stressed the effect of official state policy on the revolutionary mood of the people. Some reports paid attention to jurisdictions and activities of the general police in the 19th – early 20th century and those of the Provisional Government militia. Other reports analyzed the participation of persons of non-peasant origin in the revolutionary events. They studied the effect of the revolutionary events on the mood and behavior of local people and the ways of solving conflicts between the authorities and the society. Most numerous series of reports were devoted to social conflicts in the Russian village at the turn of the 20th century, studied forms and ways of peasants' struggle against the extortionate cost of the emancipation, and offered a periodization of peasants' uprisings. The researchers stressed that peasants remained politically unmotivated; analysis of their relations with authorities shows that they were predominantly conservative and not prone to incitement to against monarchy. Some questions of source studies and methodology of studying the revolution and the preceding period were raised. Most researches used interdisciplinary methods, popular in modern humanities and historical science.

D. KATSAROV ON THE MAIN PRINCIPLES OF PEDAGOGY

2018 ◽  
Vol 28 (3) ◽  
pp. 815-822
Author(s):  
Reni G. Hristova - Kotseva
Keyword(s):  
Social Control ◽  
20Th Century ◽  
Emotional State ◽  
Social Process ◽  
Physical Development ◽  
Three Dimensions ◽  
Or Education ◽  
Educational Work ◽  
Full Extent ◽  
To Come

Prof. D. Katsarov was a prominent scholar who worked in the field of Psychology and Pedagogy in Bulgaria during the 20th century. In his rich pedagogical heritage, he defined three basic pedagogical principles - love, freedom and experience.D. Katsarov's humanism is expressed in his deep faith in man, in his conviction that every human being possesses good talents and that every child deserves trust. His humanism manifests itself in his love of both the child and the adult, in his deep faith in their powers and capabilities.He declared this love to be the first basic pedagogical principle, without which upbringing, training or education cannot exist to the full extent of their meaning.The pedagogical principle of love is not perceived as a temporary emotional state but as an active attitude both in the child and the teacher. Love is expressed through concern, attention to the needs and interests of the child, and through active attitude to what is necessary to satisfy these needs and interests.The importance of this basic, according to Prof. D. Katsarov, principle can be seen in its three dimensions: the attitude of the child, of the teacher and of the education system.D. Katsarov formulated several kinds of freedom. Physical freedom, according to him, is expressed in freedom of deeds and actions. Any limitation of the freedom of the child inevitably leads to obstructing of their proper physical development "because this freedom enables the child to come into the widest range of contacts with the things that surround them, which is the only opportunity to get to know them comprehensively".According to Prof. D. Katsarov, it is the American philosopher, pedagogist and psychologist John Dewey that provides the most profound analysis of experience as a pedagogical principle, in its broad sense, as the basis of education.The true educational experience, according to the author, is a social process of sharing. Educational work is a source of social control only when it is a common work involving all individuals and those individuals feel somewhat responsible.

scholarly journals The authority of the ecumenical patriarch in the Orthodox Church: A historico-canonical analysis

2010 ◽  
pp. 301-322
Author(s):  
Vasilije Vranic
Keyword(s):  
20Th Century ◽  
Canon Law ◽  
Historical Analysis ◽  
Vital Role ◽  
Eastern Orthodox ◽  
Orthodox Church ◽  
Christian Church ◽  
Exact Role ◽  
History Of ◽  
The Right

During the 20th century, the exact role and the scope of jurisdictional authority of the Ecumenical Patriarch was an object of attention of both theologians and historians. The problem of defining the Patriarch was reactualized through the intensification of conciliar negotiations of Orthodox Churches. The purpose of this article is to demonstrate that the pretensions of the Ecumenical Patriarch for universal jurisdiction over the entire Orthodox Diaspora, and the pretensions for the right of final arbitration in the ecclesial matters of the entire Orthodox communion, do not have a support in the Orthodox Ecclesiology. This will be argued in a historical analysis of the relevant prescriptions of the Eastern Orthodox Canon Law, which will be placed into the context of the history of the Christian Church, primarily of the Patristic period, since there disciplines play a vital role in the Orthodox understanding of Ecclesiological Tradition.

scholarly journals Redefining trauma in an African context: A challenge to pastoral care

2012 ◽  
Vol 68 (1) ◽  
Author(s):  
Ray G. Motsi ◽  
Maake J. Masango
Keyword(s):  
Pastoral Care ◽  
Cultural Sensitivity ◽  
Driving Force ◽  
Correct Treatment ◽  
African Worldview ◽  
African Context ◽  
To Come ◽  
Definition Of ◽  
The Right

The article attempted to analyse critically the definition of trauma as it is used in the Western medical and psychiatry contexts in order to come up with an appropriate African definition. This was undertaken with the view to demonstrate that the Western worldview is different from the African worldview. Superimposing solutions or providing pre-packed answers to unique African problems will lead only to re-traumatisation, whereas cultural sensitivity and the right diagnosis will lead to the correct treatment. The driving force behind this article was therefore to aim to be relevant, effective and contextual in all African-based pastoral care.

K. Patricia Cross's Chain-of-Response (COR) Model for Widening Participation at Higher Levels of Lifelong Learning in a World of Massification

2014 ◽  
pp. 246-261
Author(s):  
Jo Ann M. Bamdas
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Historical Analysis ◽  
Widening Participation ◽  
Deficit Model ◽  
Early 21St Century ◽  
Emerging Trends ◽  
Decision Making Processes ◽  
Positive Perspective ◽  
Learning Institutions

Adult and community education theorists and practitioners in the 20th century focused on reasons people sought degrees beyond high school. As time went on, a greater need became apparent for a more educated populace. This need then drove the focus from only undergraduate education to higher education and expanded into graduate education. Participation quickly became a major topic for these leaders. Over 30 years ago, K. Patricia Cross (1981) created the Chain-of-Response (COR) model to better understand the decision-making processes of participation in higher learning institutions. These 20th century studies were largely from a deficit-model perspective rather than the positive perspective that has emerged in early 21st century research. A historical analysis of the COR research points to future and emerging trends showing COR value beyond U.S. borders for deeper understanding of widening participation, massification, and diversity in higher education. This is explored in this chapter.

Troeltsch, Ernst Peter Wilhelm (1865–1923)

2018 ◽  
Author(s):  
Jean-Loup Seban
Keyword(s):  
Critical Appraisal ◽  
Philosophy Of Religion ◽  
Historical Analysis ◽  
Protestant Reformation ◽  
Scientific Culture ◽  
Modern Culture ◽  
History Of Religion ◽  
History Of ◽  
Ernst Troeltsch

Ernst Troeltsch was a theologian, sociological historian, and philosopher of religion and history. He aimed to reconcile theology with modern scientific culture by grounding his philosophy of religion on historical analysis, and is regarded as the systematician of the ‘history of religion school’. He is famous for his critical appraisal of the Protestant Reformation, which, he argued, had retarded the development of modern culture.

The Light and the Dark: contrasts in the Music of Jacob Druckman

Tempo ◽  
1994 ◽  
pp. 21-26
Author(s):  
Bret Johnson
Keyword(s):  
New York ◽  
20Th Century ◽  
Growth And Development ◽  
Expressive Power ◽  
American Composers ◽  
20Th Century Music ◽  
New York Philharmonic ◽  
The Future ◽  
To Come ◽  
Artistic Director

Among established American composers, Jacob Druckman's music remains unique in the breadth of its range, the mastery of its orchestration and the totality of its expressive power. There is little point in spending too much effort in drawing comparisons with some of his closest contemporaries and, in any event, such comparisons are hard to come by. He has had a remarkable career: as an academic, as composer-in-residence to the New York Philharmonic, as a conductor (he has conducted a number of his works with the BBC Philharmonic), as artistic director of many festivals, and as lecturer and administrator. He now devotes as much times as he can to composing, but whatever the future brings, there can be little doubt that he has already made a major contribution to the growth and development of 20th-century music.

Giacomo Devoto 1898–1974

1982 ◽  
Vol 9 (3) ◽  
pp. 495-513
Author(s):  
Paolo Ramat
Keyword(s):  
20Th Century ◽  
Social Institution ◽  
Point Of View ◽  
The Other ◽  
European Studies ◽  
History Of Linguistics ◽  
History Of ◽  
Scientific Significance ◽  
To Come ◽  
The Relationship

Summary The paper essays to give a brief survey of the imposing and complex work of Giacomo Devoto (1897–1974), with particular emphasis on its principal traits seen both from the point of view of the history of linguistics and its scientific significance. Especial attention is drawn first of all to Devoto’s position vis-à-vis Benedetto Croce’s Idealism and the linguistic positivism of the first half of the 20th century. It seems possible to define Devoto’s position as a dialectic one between these two intellectual currents, which eventually led to an historicism, which actually was typical of the Italian linguistic tradition. From this viewpoint then Devoto’s understanding of language as an ‘institution’ is examined, including his intervention in the dispute between N. Ja. Marr and Stalin. After having dealt with his concept of a ‘stylistics of language’, which returns to regarding langue as an historicaland social institution, and its difference from a literary stylistics, Devoto’s Indo-European studies are examined. Here, the question of the relationship between linguistics and the other disciplines concerned with antiuqty is discussed, a relationship which Devotohad been obliged on several occasions to come back to. The ‘Devotian’ position is presented critically with the help of discussions which Devoto himself had entertained, with archaeologists and with linguists.

scholarly journals The Culture of Poverty in Paris on the Eve of the Revolution

1967 ◽  
Vol 12 (2) ◽  
pp. 277-291 ◽  
Author(s):  
Jeffry Kaplow
Keyword(s):  
Eighteenth Century ◽  
French Revolution ◽  
Industrial Revolution ◽  
Historical Analysis ◽  
Modern World ◽  
Culture Of Poverty ◽  
The People ◽  
To Come ◽  
The One ◽  
Wage Earners

At the very beginning of the investigation, it is necessary to find a word to describe the European masses before the coming of the twin revolutions, the French and Industrial, that have contributed so much to the making of the modern world. “Proletariat” is clearly anachronistic; “wage-earners” is inadequate in a society where cash wages were far from being the most common form of payment for labor. “Working class” is too much identified with nineteenth century developments and, what is worse, conjures up an image of a homogeneous group that does not conform to eighteenth century realities. “Laboring poor” is by far the best, for it emphasizes two primary facts about the people with whom we are concerned: first, that, to one extent or another, they earned their living by doing manual labor, and, second, that they were being continuously impoverished, as Professor Labrousse has shown. The category has several virtues as a tool of historical analysis. It is large enough to take account of the complexities of eighteenth century social conditions, stressing the mobility and social intercourse that existed, albeit on a diminishing scale, between the master artisans and shopkeepers, their apprentices and journeymen on the one hand, and the domestics, beggars, criminals and floating elements in the population, on the other.Classes laborieusesandclasses dangereuseslived side by side and recruited their personnel from one another. They did in fact form a whole, whom contemporaries called“les classes inférieures”. If we look toward the future, we see that the French Revolution Was to bring about a temporary split in their ranks by politicizing those among them who became the sans-culottes, and that the Industrial Revolution was to complete this division on other bases by allowing some of the laboring poor to become petty capitalists, While forcing the majority to become proletarians or to fall further still into the nether world of the lumpen-proletariat. In sum, the use of the concept of the laboring poor enables us to come close to the reality of eighteenth century paris and to watch the disagregation of that reality with the passage of time.

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