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The author re-examines so-called “normativity problem” in the light of some Derrida’s provisional definitions of the concept of deconstruction. Alleged unbreakable connection between the elementary Derridian conception and the concept of normativity here is criticized with help of “open question argument”.
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This article is based on the ‘Roma, homelessness, inequality’ research study, which is a part of the “'I have no one to turn to!’ - socioanalytical dimensions of vulnerability” research project and the work with the methodology, integrated in the project of socioanalytical protocol. The article focuses on a craftsman from the neighborhood of ‘Stolipinovo’ and his life history as a homeless man in France, where he decides to leave shortly after suffering a work-related accident. The choice of a research case is dictated, on one hand, by the experience of the craftsman as a homeless person and, on the other, by his distinctive position as ‘The Carpenter of Stolipinovo’, which he occupies in the social space of the neighborhood. Secondly, this choice is dictated by the singularity and exclusivity of this experience, because, although homeless, this experience is undoubtedly marked by the presence of a place that he nevertheless inhabits, to which he returns several times, and which is maintained and renovated over time by the locals with whom he shares a common physical space. In this sense, the unprivileged position of the homeless, i.e. the lack of any opportunity to invest in the future, even the ability to plan in the short term, is more like a landmark vector of a biographical trajectory that serves as a starting point and, at the same time this moment of fractured experience, as the data shows, always is thought about relationally, because even in the position of a homeless person, at least according to the constructed narrative, he loses neither his distinctiveness nor his biographical illusio, contrary to what is expected, even though homelessness is thought of as one of the extreme forms of social vulnerability and social inequality. Hence the definition of his experience as a form of ‘elusive social vulnerability".
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Аs starting point of this text served me the hypothesis that social suffering in the so-called socialist man exist which I reached as a conclusion through my work in the project “'I have no one to turn to!’ - socioanalytical dimensions of vulnerability” research project and by the use of the methodology, integrated in the project of socioanalytical protocol . Based on the empirical data gathered during the two-year project, I will try to highlight some of the socioanalytical aspects of the specific vulnerability of the socialist man and to prove that social suffering is a consequence of the habitualisation of the long-lasting state of vulnerability posed by the characteristic socialist governmental measures. The suffering of the people who lived under socialism is a result of the restricted access to certain positions and identities and the inability to invest in them, but also because of their retrospective self-experience as a victim of the political environment and governmental measures. This vulnerability remains symptomatically relevant due to the public's failure to recognize and misunderstand the significance and severity of the experience of the "ordinary" socialist man.
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In this article I analyze the specific suffering and vulnerabilities of refugees as forms of positional suffering – а vulnerability” research project and using the methodology, integrated in the project of socioanalytical protocol.. The article seeks to reverse the focus – not the refugees that “invade us”, but how the condition of becoming a refugee takes over the individual and reduces their identity to a singular characteristic. The term “refugee” in this paper does not refer to a judicial understanding, but covers different groups of people, multiple meanings and it is part of symbolic field within which conflicting discourses and power mechanisms encounter. I will try to emphasize that the vulnerability of the refugees is specific in double sense. On one hand, it is rooted in the anti-immigrant rhetoric and politics in Europe, institutional discriminations, and the repressions (political, economic, or both) that have led to seeking asylum. This vulnerability, on the other hand, arises from the singularity and so-called “endogenous logic” of each case. Following Bourdieu`s idea of “positional suffering, experienced from the inside of the microcosm” I understand the interview, under scrutiny in the article, is “at once unique and general”. I demonstrate how in the biographical narrative a fractured social experience is rationalized, simultaneously accepted and rejected. The narrative generates certain internal tensions, which can be understood (after Bourdieu) as contradictions of self-inheritance.
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Methods for solving physical problems are different. They serve a deeper understanding of natural facts and their laws, give students the necessary basis for a better understanding of current technologies. Mind maps can be a useful tool in teaching physics. The present contribution does not aim to acquaint students with the creation of mind maps in detail, but rather wants to show the use of this method for solving problems in PHYSICS. You can also learn about selected mind mapping programs in the best of what’s used.Mind map is the easiest way to get information into our brain and how to get information from it – is a creative and effective way to make notes that literally "map" our reflections.At the end of contribution, you will find examples of thought maps for a particular use in PHYSICS.
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In this article, we are describing history of mind maps, usage in real world and at last how they can be applied for teaching geometry in high school. We will be describing who first thought about idea of mind maps and why mind maps were figured out, what was purpose of mind maps. Than we will speculate about how people perceive the world and how they can so easily remember so much things, understand patterns in the world and add new terms to already learned pool of terms and understand these terms. After this we will show some examples of mind maps and what needs to be done to create good mind map. In the end of article, we will show mind map created from concrete theme in geometry and way how to explain this map for students.
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Tato kazuistika se věnuje výuce matematiky na 1. stupni základní školy Hejného metodou vyučování matematice (dále H-metodou). Výuku vedla stejná vyučující ve stejné třídě jako v kazuistice Vondrové (Jak najít pravidlo pro umístění desetinné čárky při násobení desetinných čísel), takže srovnání těchto dvou kazuistik může být užitečné k hlubšímu porozumění strategiím při tvorbě učebního prostředí v daném pojetí výuky. Výuka v obou kazuistikách se odehrává s asi ročním odstupem.
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