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VOICE DEVELOPMENT FOR PEDAGOGIC COMMUNICATION - BETWEEN REFLECTION AND EXPERIENCE (Rozvoj hlasu pro pedagogickou komunikaci - mezi reflexi a prozitkem)

100%
Alena N., Jan S.
Pedagogický časopis (Journal of Pedagogy)
|
2011
|
vol. 2
|
issue 1
92-106
EN
In this article, the authors focus on the need to improve the quality of the way in which teachers express themselves professionally and they discuss one of the methods of the voice development in educational communication - voice education as a psychosomatic discipline. At the theoretical level it is discussed primarily by means of an important stage in voice training - voice change - referred to a specific component of a person's Self-experience. Furthermore, the authors focus on the structure of reflection at different levels of psychological distance (Bullough) and in analogy to Zuska's conceptualization of aesthetic experience they differentiate between the levels of the reflecting Self and the reflected Self. To illustrate the theoretical description of the general principles associated with voice education which can be utilized in other human expression disciplines, they include excerpts from written reflections and transcribed conversations of students who completed the Voice and Speech Education as a Psychosomatic Discipline course at the Faculty of Education, University of South Bohemia in Ceske Budejovice.
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Złożona jaźń: Perspektywy empiryczne i teoretyczne

84%
Zahavi D.
Avant
|
2011
|
vol. 2
|
issue 2
59-75
EN
I have throughout this paper emphasized the complexity of the self. This complexity necessitates interdisciplinary collaboration; collaboration across the divide between theoretical analysis and empirical investigation. To think that a single discipline, be it philosophy or neuroscience, should have a monopoly on the investigation of self is merely an expression of both arrogance and ignorance.
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