Personality has widely been documented to play an important role in the cognitive appraisal and stress processes. Emerging studies highlight the stress mindset as a new concept that could add to the understanding of individual differences in stress experiences. This study aimed to examine the relative contribution of Big Five personality dimensions and stress mindset in accounting for measures of cognitive appraisals of stress among the competing athletes. The study was conducted on a sample of 125 collegiate athletes of both (...) genders who actively compete in sport. All the participants were regular undergraduate or graduate students at the Faculty of Kinesiology of the University of Zagreb. A questionnaire including demographic information about athletes and their sport career, stress mindset measure, situation-specific cognitive appraisal scale, sources of stress scale, and personality scale measured by IPIP-50 was administered in an online form using the Google Forms platform. Multivariate hierarchical regression procedures resulted in somewhat different predictor structures accounting for cognitive appraisals of threat, loss, and challenge, used as criterion variables. The set of Big Five personality dimensions and stress mindset measure proved to have a significant additive contribution to the explanation of each of the three cognitive appraisal criterion variances. The study results support the current body of literature suggesting a unique role of the stress mindset construct in explaining individual differences in cognitive stress appraisal among athletes above and beyond general personality dimensions. (shrink)

While Hermann Levin Goldschmidt didn’t read Yiddish anarchists, there seems to have been a convergent evolution in their thinking. Goldschmidt’s looking up to Jewish lore as a source of liberating creativity is commonly encountered in Yiddish anarchist texts. His view of action as a constant response to internal and external challenges in the struggle for an open future is developed by Isaac Nachman Steinberg on the basis of nineteenth-century vitalism. Goldschmidt’s theory of anarchist individualism as willed self-limiting solidarity has a (...) compelling parallel in Hillel Solotaroff’s view of history. His use of impressionism and photography to eternalize the immediacy of human actuality is akin to Rudolf Rocker’s championing of decadent literature. In both cases, the goal of anarchism is not a dictatorship of the former downtrodden, but a continuous and contradictory evolution of freedom in ever-changing contexts. (shrink)

The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different experts dealing with education, but one name is particularly important, the name that links the notion of contemporary education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of the philosophy of education, (...) emphasizing the importance of education as a social function in the service of civilizational survival and progress. Social and technological advancement prompted Dewey to the idea of education reform, with focus on practical work and experimental method and with the aim of achieving a balance between knowledge and skills. A significant part of Dewey's philosophy of education is devoted precisely to education. This paper presents general reflections on education, its goals, purpose and definition, and morals as a significant educational aspect, all combining pragmatic approach, making experience and knowledge gained with practical work a priority. (shrink)

Fonvizin's Mitrofanushka discussed the word "door" in roughly the following way: the word is an adjective as long as and insofar as the object it designates is applied in some task and works well. But when the mentioned door is present to his mind's eye only in its essential potentiality, only in itself, and has not been applied yet in some task, then Mitrofanushka defines such a door as a substantive noun. He makes it clear: "this door is for the (...) time being a substantive.". (shrink)

The aim of this paper is primarily to consider some basic concepts and their meanings related to contemporary social interactions, starting from the classical sociological concepts of social relationship and social interaction, and to see what is changing and what remains the same in the age of networking and “moving” to virtual space. In other words, we want to re-examine their form and content in an age without the necessity of the spatial dimension for a relationship, in which new forms (...) and concepts occur, such as network, networking, virtuality, etc. The first chapter will show the meaning of social relations and social interaction, which imply those social relations in which contact/encounter or communication is present and which leads us to the concept of social interaction in the same space and at the same time. The topic of the second chapter is social interaction at the same time without space, when, with the application of information technology, individuals and societies enter the cyberspace of a new virtual reality. This leads us to the development of various forms of interaction on social networks, which is the topic of the third chapter. The fourth chapter discusses some of the risks and positive possibilities of virtual interactions over real ones. (shrink)

It is known that a semicomputable continuum S in a computable topological space can be approximated by a computable subcontinuum by any given precision under condition that S is chainable and decomposable. In this paper we show that decomposability can be replaced by the assumption that S is chainable from a to b, where a is a computable point.

Cílem této práce je připomenout odkaz J. B. Kozáka (1888–1974) a hodnotu jeho přednášek na Karlově univerzitě v letech 1949–1952, které měly hluboký význam v souvislosti s novou politickou situací po komunistickém puči v roce 1948. Život J. B. Kozáka byl hluboce ovlivněn jeho církevním vzděláním. Nakonec však získal post profesora filosofie na Karlově univerzitě v Praze. Jako prominentní zástupce Českého kulturního života se stal aktivním členem malého kroužku „pátečníků“ založeného spisovatelem K. Čapkem (1890–1938) a podporovaného T. G. Masarykem (1850–1937). (...) J. B. Kozák obhajoval demokratické ideje, ale jeho sympatie zároveň patřily také sociálně orientovaným levicovým osobnostem (viz například jeho přátelství s profesorem Z. Nejedlým, 1878–1962). Před válkou J. B. Kozák opustil Prahu a začal přednášet filosofii na Oberlin College v Chicagu (USA). Na konci války se však do Prahy vrátil. V létě roku 1945 získal znovu univerzitní post s možností přednášet. Ve vášnivých debatách s marxisty hájil myšlenky humanismu a svobody. Získal si sympatie svých studentů a stal se jejich morální autoritou, kterou zůstal i v těžkých časech politických čistek, kdy byli mnozí jeho kolegové propuštěni. Skutečnost, že si udržel pozici na univerzitě, nijak jeho autoritu nepoškodila. Byl chráněn kvůli svým levicovým názorům před válkou. Navzdory respektu, kterého se mu dostávalo, byla jeho možnost přednášet značně omezena. Připojeny jsou také úryvky jeho „dějin filosofie“ jako volné záznamy jeho přednášek. (shrink)

V zborniku Gemeinsamkeit auf getrennten Wegen s podnaslovom Die slowenischen Doktoranden der Grazer Philosophischen Fakultät im Zeitraum 1876–1918 und die Gründung der Universität in Ljubljana so zbrani prispevki o slovenskih doktorskih kandidatih Filozofske fakultete Univerze Karla in Franca v Gradcu v zadnjem obdobju obstoja donavske monarhije. Prispevki so plod raziskav v okviru projekta Zgodovina disertacij slovenskih kandidatov v Avstroogrski monarhiji, kjer so bili predhodno obravnavani že slovenski doktorandi Karlove univerze v Pragi in Univerze na Dunaju.