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1

CZECH PILGRIMS AND SLOVAK SASTIN IN THE LIGHT OF THE 'BOOKS OF MERCIES' (Cesti poutnici a slovensky Sastin ve svetle 'knih milosti')

100%
Holubova M.
Slovenský národopis (Slovak Ethnology)
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2008
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vol. 56
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issue 2
146-157
EN
Since 1732 the town Sastin in Slovakia has belonged to the frequently visited Marian sites of pilgrimage from the Moravian-Silesian territory. One of the motivating incentives to undertake pilgrimages was the fact that the Pieta of the Sastin Virgin Mary of the Seven Sorrows was considered to be Madonna who makes miracles. After all, there are many evidences to support this fact in the form of manuscripts and printed miracle books dating back to the 1732-1794. Based on the excerpts from these sources, it is apparent that the tradition of pilgrimages to the Sastin Virgin from the Moravia-Silesian borderland is still alive lasting more than 275 years almost without interruption even in the politically unfavourable period of the second half of the 20th century, although there was a significant shift in the mental experience of miraculous hearings.
2

MANIFESTATIONS OF MARIAN DEVOTION IN THE CZECH REPUBLIC - PAST AND PRESENT (Projevy marianske religiozity v Ceske republice - vcera a dnes)

100%
Holubova M.
Slovenský národopis (Slovak Ethnology)
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2008
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vol. 56
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issue 4
361-373
EN
The Czech society is considered, together with the society of the former East Germany, to be one of the most secularized in the world. The aim of the present paper is to sketch in a large outline not only the historical preconditions of this opinion, but also to resume the existing partial results of ethnological research focused on the contemporary changes of religiousness and manifestations of Marian devotion in the Czech Republic after the year 1989. The years 1989 a 1990 brought innumerable forms of religiousness. From the variants of classical Chriastianity through its rather deformed forms up to the spiritual schools of the Far East. At presents there are two Marian movements in Czec Republic: Marian Movements of Priests and Apostolate of Fatima (Blue Army).
3

TEACHERS' ATTITUDES TOWARDS EARLY TRACKING AND THEIR EXPERIENCES WITH PUPIL'S TRANSITION TO SELECTIVE 'MULTI-YEAR GRAMMAR SCHOOL' (Postoje ucitelu k casnemu rozdelovani zaku a jejich zkusenosti s prechodem zaku do viceletych gymnazii)

63%
Greger D., Holubova M.
Pedagogický časopis (Journal of Pedagogy)
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2010
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vol. 1
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issue 1
85-101
EN
Early selection has been re-introduced in the Czech education system during the first years of post-socialist transformation after 1989. The same development may be observed in other countries in the region, namely in Hungary and Slovakia (earlier part of Czechoslovakia), during the re-unification of two Germanies also in 'East Germany' early tracking has been re-introduced and in Austria it has a long tradition with no interruption. Early between-school tracking as it is practiced in the Central European region already at the stage of lower-secondary education has been subject to criticism (international as well as national) and some alternative reform plans have been formulated. Nevertheless, for understanding tracking phenomena in the region we shall look at it as a result of following parent's demands and decentralization of education followed by widening school autonomy. For this reason, understanding the attitudes of different stakeholders towards early tracking is condicio sine qua non to understand this phenomenon and/or to plan further reforms. In this paper, the authors briefly present development of early tracking in the region, review the literature on the effects of early tracking on student achievement and inequality (mainly based on research from USA and England) and they also review the research till date in the region and particularly stress the research on attitudes of different stakeholders towards tracking. The main part of the text however presents results from qualitative research based on in-depth interviews with 10 teachers (5 teachers teaching in 5th grade 'basic school' and 5 teachers teaching the 6th graders at selective 'multi-year grammar school'). The analysis stress the teacher attitudes towards early tracking, their evaluations of (dis)advantages of 'multi-year grammar school', their attitudes towards and their experiences with pupils transitions to these selective schools. The testimonies of teachers from 'basic school' and selective 'multi-year grammar school' are put into contrast, where this is useful.
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