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Knowing Creativity. Commentary on Glăveanu, V. (2014). The Psychology of Creativity: A Critical Reading

100%
Tan A.-G.
Creativity. Theories – Research - Applications
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2015
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vol. 2
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issue 1
85-89
EN
In this commentary an indispensable aspect of creativity, knowing creativity, is articulated as a response to Glăveanu’s (2014) inquiry into advancement of the field of the psychology of creativity. Connotations of knowing are presented such as perceiving and understanding ourselves within our environment. Accordingly, knowing creativity is about genuinely seeing, sensing, feeling, and relating creativity for self and the common good.
2
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Stav a výhledy českého pedagogického výzkumu

100%
Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 2
5-22
EN
The aim of the review study is to evaluate the current state of Czech educational research and to offer possibilities of its further development. The paper has three parts. In the first part, the author presents the context of the topic: the current changes in the financing of research and development in the Czech Republic; the avoiding of the term (social) science is discussed along with the issue of institutional financing of research and the various presently up-to-date methodologies of quality assessment in research. In the second part, the author analyses the current state of Czech educational research – previous analyses of J. Průcha, J. Mareš and E. Walterová and those carried out by the Educational Research Centre are briefly summarised. In the third part, possibilities of further development of Czech educational research are offered. Developing a knowledge base of educational sciences is used as an example. First the nature and subject of knowledge that is produced by research is analysed, then the difference between pedagogical research and research in education is discussed. Towards the end, relevant approaches are discussed along with research areas and types of knowledge acquired by research.
3
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BECKETT: A CRITICAL PROBLEM

75%
Colerick E.
Conversatoria Litteraria
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2019
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vol. 13
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issue XIII
247-257
PL
The article explores the polarisation within the body of twentieth century criti-cism surrounding Samuel Beckett’s work: A polarisation between strict forma-list approaches which tend to see Beckett as very much part of a modernist tradition and poststructuralist theorists who seek to categorise his work in terms of postmodernism. As an unfortunate result of extreme critical standpoints, the philosophical thinking of Schopenhauer, which had such a profound and lasting influence on both Beckett’s approach to writing as well as to the theatre, has been largely ignored or simply pushed to one side.
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