Studovna Systemiky

171 až 177 záznam ze 177 záznamů

171

000001291 001__ 1291
000001291 005__ 20150218104224.0
000001291 041__ $$ačesky
000001291 100__ $$0AUTHOR|(SYS)neubauerzdenek$$aNeubauer, Zdeněk
000001291 245__ $$aTřetí kultura$$bVztah anglosaského světa k humanitnímu a přírodovědnému vzdělání
000001291 520__ $$aC. P. Snow r. 1959 uveřejnil knihu „The two cultures“ (Dvě kultury). Jedna z kultur je všechno to, co se běžně pod pojem kultura zahrnuje: výtvarné umění, krásná literatura, hudba, divadlo, film, a částečně i filozofie a společenské vědy – tedy „hommes de lettres“, kultura vzdělance v klasickém pojetí. Ta druhá je oblast „sciences“ – jak jsou v anglosaských zemích označovány přírodní vědy. V té době bylo zřejmé, že význam vědy zasahuje do běžného života natolik, že nutně vytváří jakousi samostatnou kulturní sféru. Bylo také zřejmé, že je mezi oběma kulturními oblastmi mezera. Snow předpokládal, že další vývoj umožní, aby mezera byla překonána, a literární vzdělanci spolu s vědci vytvoří cosi, co bude představovat třetí kulturu. Tuto koncepci však ostře kritizoval F. R. Leavis, který namítal, že věda nemůže existovat bez širšího světa kulturní činnosti.
000001291 65017 $$astudijní materiály/autorské práce
000001291 773__ $$n4$$pVesmír$$v76$$y1997
000001291 8564_ $$uhttps://systemika.g-i.cz/record/1291/files/Neubauer, Zdenek - Treti kultura.pdf
000001291 8564_ $$uhttps://systemika.g-i.cz/record/1291/files/Neubauer, Zdenek - Treti kultura.gif?subformat=icon$$xicon
000001291 8564_ $$uhttps://systemika.g-i.cz/record/1291/files/Neubauer, Zdenek - Treti kultura.gif?subformat=icon-700$$xicon-700
000001291 8564_ $$uhttps://systemika.g-i.cz/record/1291/files/Neubauer, Zdenek - Treti kultura.pdf?subformat=pdfa$$xpdfa
000001291 980__ $$aARTICLE

172

000002088 001__ 2088
000002088 005__ 20150702124721.0
000002088 041__ $$aanglicky
000002088 100__ $$0AUTHOR|(SYS)maturanahumberto$$aMaturana, Humberto
000002088 245__ $$aWhat The Frogs Eye Tells The Frogs Brain
000002088 520__ $$aWhat are the consequences of this work? Fundamentally, it shows that the eye speaks to the brain in a language already highly organized and interpreted, instead of transmitting some more or less accurate copy of the distribution of light on the receptors. As a crude analogy, suppose we have a man watching the clouds and reporting them to a weather station.
000002088 653__ $$0SUBJECT|(SYS)maturanovskaneurobiologie$$amaturanovská neurobiologie
000002088 65017 $$azlatý fond
000002088 700__ $$0AUTHOR|(SYS)lettvinjy$$aLettvin, Jy
000002088 700__ $$0AUTHOR|(SYS)mccullochws$$aMcCulloch, W.S.
000002088 700__ $$0AUTHOR|(SYS)pittswh$$aPitts, W.H.
000002088 773__ $$c233-258$$pCorning, William C., Balaban, Martin: The Mind: „Biological Approaches to its Functions“. Interscience Publishers$$y1968
000002088 8564_ $$s1445002$$uhttps://systemika.g-i.cz/record/2088/files/WhatTheFrogsEyeTellsTheFrogsBrain.pdf
000002088 909C4 $$dhttps://systemika.g-i.cz/record/1039$$pPŘEKLAD
000002088 980__ $$aARTICLE

173

000001683 001__ 1683
000001683 005__ 20150218104223.0
000001683 041__ $$aanglicky
000001683 100__ $$0AUTHOR|(SYS)riegleralexander$$aRiegler, Alexander
000001683 245__ $$aWhen is a cognitive system embodied?
000001683 520__ $$aFor cognitive systems, embodiment appears to be of crucial importance. Unfortunately, nobody seems to be able to define embodiment in a way that would prevent it from also covering its trivial interpretations such as mere situatedness in complex environments. The paper focuses on the definition of embodiment, especially whether physical embodiment is necessary and / or sufficient for cognitive systems. Cognition is characterized as a continuous complex process rather than ahistorical logical capability. Furthermore, the paper investigates the relationship between cognitive embodiment and the issues of understanding, representation and task specification
000001683 65017 $$astudijní materiály/autorské práce
000001683 773__ $$c339-348$$pCognitive System Research$$v3$$y2002
000001683 8564_ $$s98453$$uhttps://systemika.g-i.cz/record/1683/files/Riegler A. (2002) When is a cognitive system embodied.pdf
000001683 980__ $$aARTICLE

174

000001617 001__ 1617
000001617 005__ 20150218104223.0
000001617 041__ $$aanglicky
000001617 100__ $$0AUTHOR|(SYS)gershenowitzharry$$aGershenowitz, Harry
000001617 245__ $$aWhy did Gregory Bateson overlook some basic Lamarckian tenets?
000001617 65017 $$astudijní materiály/autorské práce
000001617 773__ $$c137-153$$n2$$pIndian Journal of History of Science$$v18$$y1983
000001617 8564_ $$s1054802$$uhttps://systemika.g-i.cz/record/1617/files/Gershenowitz, Harry - Why Did Gregory Bateson Overlook Some Basic Lamrckian Tenets.pdf
000001617 980__ $$aARTICLE

175

000002248 001__ 2248
000002248 005__ 20170801133106.0
000002248 041__ $$aanglicky
000002248 100__ $$0AUTHOR|(SYS)barbarobogdande$$aBarbar, Bogan de
000002248 245__ $$aWhy does psychotherapy need postmodernism?
000002248 520__ $$aThe author presents the elements of the postmodern perspective present in contemporary psychotherapy. Moreover, he indicates the usefulness of some therapeutic techniques, mirroring the tendencies represent- ative of postmodernism. The social constructionist perspective and its usefulness in family therapy will also be described alongside the advantages and dangers of applying postmodernism in psychotherapy.
000002248 653__ $$0SUBJECT|(SYS)postmoderna$$apostmoderna
000002248 653__ $$0SUBJECT|(SYS)konstrukcionismus$$akonstrukcionismus
000002248 773__ $$c43-50$$n3$$pArchives of Psychiatry and Psychotherapy$$y2008
000002248 8564_ $$s817007$$uhttps://systemika.g-i.cz/record/2248/files/43_p_Archives_3_08.pdf
000002248 980__ $$aARTICLE

176

000001851 001__ 1851
000001851 005__ 20170726093219.0
000001851 041__ $$aanglicky
000001851 100__ $$0AUTHOR|(SYS)glasersfeldernstvon$$aGlasersfeld, Ernst von
000001851 245__ $$aWhy People Dislike Radical Constructivism
000001851 520__ $$aProblem • Radical constructivism, although having a very successful base in research on mathematics and science education, has not become a generally accepted theory of knowledge.  This paper discusses possible sources of aversion.
000001851 600__ $$0AUTHOR|(SYS)foersterheinzvon$$aFoerster, Heinz von
000001851 8564_ $$s284031$$uhttps://systemika.g-i.cz/record/1851/files/Glasersfeld, Ernst von - Why People Dislike Radical Constructivism.pdf
000001851 909C4 $$dhttps://systemika.g-i.cz/record/2107$$pPŘEKLAD
000001851 909c4 $$dhttp://www.univie.ac.at/constructivism/journal/6/1/019.glasersfeld
000001851 909C4 $$pWhy People Dislike Radical Constructivism
000001851 980__ $$aARTICLE

177

000001005 001__ 1005
000001005 005__ 20170728072918.0
000001005 041__ $$aanglicky
000001005 100__ $$0AUTHOR|(SYS)groegerherbert$$aGroeger, Herbert
000001005 245__ $$aZen and systemic therapy$$bSimilarities, distinctions, possible contributions of Zen theory and Zen practice to systemic therapy
000001005 520__ $$aThe basic motivation of the article is that the authors experience their going into Zen as enlarging for their work as systemic psychotherapists. On this base they ask how Zen in the context of systemic psychotherapy - on a theoretical and on a practical level - can be seen and practiced respectively can be used.
000001005 653__ $$azen
000001005 653__ $$abudhismus
000001005 653__ $$0SUBJECT|(SYS)koany$$akoány
000001005 653__ $$asrovnávací studie
000001005 653__ $$akonstruktivismus
000001005 700__ $$0AUTHOR|(SYS)trenklerluigi$$aTrenkler, Luigi
000001005 773__ $$n2$$pBrief Strategy and |Systemic Therapy European Review$$y2005
000001005 8564_ $$s96786$$uhttps://systemika.g-i.cz/record/1005/files/Zen_and_Systemic_Therapy.pdf
000001005 909C4 $$dhttp://www.ist.or.at/userfiles/image/Zen_and_Systemic_Therapy_EuropeanReview01-05_Groeger%2BTrenkler.pdf$$pZen and systemic therapy
000001005 909C4 $$dhttps://systemika.g-i.cz/record/2096$$pPŘEKLAD
000001005 980__ $$aARTICLE