000001779 001__ 1779
000001779 005__ 20150218104224.0
000001779 041__ $$ačesky
000001779 100__ $$0AUTHOR|(SYS)zimmermanjeffrey$$aZimmerman, Jeffrey
000001779 245__ $$aCats Under the Stars: A Narrative Story
000001779 520__ $$aThis paper provides an introduction to Narrative Therapy. This post-structural approach represents a movement away from the dominant therapeutic approaches that privilege psychological or biological theories over the client's experience of problems. Distinctions are made between narrative ideas and traditional psychosocial points of view in the areas of what a problem is, how change occurs, and about notions of the self. Narrative ideas and practices are illustrated by presenting work done with a problem affecting a young man in a school setting. Narrative work involves experience and meaning; the paper is organised to provide this for the reader.
000001779 653__ $$0SUBJECT|(SYS)narativnipristup$$anarativní přístup
000001779 65017 $$astudijní materiály/autorské práce
000001779 700__ $$0AUTHOR|(SYS)beaudoinmarienathalie$$aBeaudoin, Marie-Nathalie
000001779 773__ $$c31-40$$n1$$pChild and Adolescent Mental Health$$v7$$y2002
000001779 8564_ $$s113584$$uhttps://systemika.g-i.cz/record/1779/files/Text dokumentu.pdf
000001779 980__ $$aARTICLE

000001573 001__ 1573
000001573 005__ 20150218104223.0
000001573 041__ $$aanglicky
000001573 100__ $$0AUTHOR|(SYS)boudouridesmosesa$$aBoudourides, Moses A.
000001573 245__ $$aChaos and critical theory
000001573 520__ $$aIn general, chaos theory is considered to refer to the economy betweenorder and chance, determinism and unpredictability, clarity and aporia.However, from an epistemological and a critical point of view, it mightbe interesting to assess the local and global perspectives rooted intothe interdisciplinary body of chaos theory. Such an assessment is meaningfulnot only in understanding the various claims about the validity of chaosin different scientific fields, but also in clarifying the cultural andpolitical context of chaos theory. The latter is what Hayles in the ChaosBound (1990) calls the "politics of chaos."
000001573 65017 $$astudijní materiály/autorské práce
000001573 773__ $$pEinstein meets Magritte Conference, Brussels$$y1995
000001573 8564_ $$s78627$$uhttps://systemika.g-i.cz/record/1573/files/Boudourides, Moses A. - Chaos and critical Therory.pdf
000001573 980__ $$aARTICLE

000001860 001__ 1860
000001860 005__ 20150218104225.0
000001860 041__ $$ačesky
000001860 100__ $$0AUTHOR|(SYS)hoschlcyril$$aHöschl, Cyril
000001860 245__ $$aCo zbylo z Freuda$$bZakladatel psychoanalýzy a současná medicína
000001860 520__ $$aJméno Sigmunda Freuda patří k nejčastěji citovaným v souvislosti s pozoruhodnými proměnami moderního myšlení, které mají své zdroje ve střední Evropě na přelomu 19. a 20. století.
000001860 600__ $$0AUTHOR|(SYS)freudsigmund$$aFreud, Sigmund
000001860 65017 $$astudijní materiály/autorské práce
000001860 653__ $$0SUBJECT|(SYS)historie$$ahistorie
000001860 653__ $$0SUBJECT|(SYS)psychoanalyza$$apsychoanalýza
000001860 773__ $$n4$$pDějiny a současnost$$y2006
000001860 8564_ $$s42630$$uhttps://systemika.g-i.cz/record/1860/files/freud.pdf
000001860 980__ $$aARTICLE

000002114 001__ 2114
000002114 005__ 20150715123158.0
000002114 037__ $$aKN82
000002114 041__ $$aanglicky
000002114 100__ $$0AUTHOR|(SYS)berginsookim$$aBerg, Insoo Kim
000002114 245__ $$aCo-Constructing Cooperation with Mandated Clients
000002114 520__ $$aDominant practice models for social work were originally developed and intended for work with voluntary clients. The professional literature indicates that use of these models with involuntary clients often alienates rather than engages. This article describes the use of solution-focused interviewing as a way to engage involuntary and mandated clients. A conversation with a court-ordered client is presented and analyzed to demonstrate how practitioners can begin the co-construction of cooperation with mandated clients through adopting a not-knowing posture, focusing on and amplifying what clients want and client strengths and successes, and asking relationship questions to generate possibilities for change specific to the mandated context. The ethical implications of this noncoercive, nonconfrontational approach are addressed, along with its implications for a view of how clients change.
000002114 653__ $$azapojení
000002114 653__ $$acílové osoby
000002114 653__ $$aterapie nařízená
000002114 653__ $$0SUBJECT|(SYS)pripojeni$$apřipojení
000002114 653__ $$0SUBJECT|(SYS)solutionfocused$$aSF
000002114 653__ $$apřepis rozhovoru
000002114 653__ $$0SUBJECT|(SYS)kazuistika$$akazuistika
000002114 65017 $$acitováno studenty
000002114 700__ $$0AUTHOR|(SYS)dejongpeter$$aDe Jong, Peter
000002114 773__ $$c361-374$$n4$$pSocial Work$$v46$$y2001
000002114 909C4 $$dhttp://sw.oxfordjournals.org/content/46/4/361.abstract$$pOxford Journals
000002114 909C4 $$dhttps://systemika.g-i.cz/record/937$$pPŘEKLAD
000002114 980__ $$aARTICLE

000001194 001__ 1194
000001194 005__ 20151005201645.0
000001194 037__ $$aKN85
000001194 041__ $$aanglicky
000001194 100__ $$0AUTHOR|(SYS)kormanharry$$aKorman, Harry
000001194 245__ $$aThe common project
000001194 520__ $$aAsking the common-project question is far from simple. You may experience the question as making a promise to the client that the conversation will be helpful and that things will be different, which are promises no wise therapist would ever give. The biggest difficulty though is: What do I do after I asked the question? How do I listen to – and what do I do with the client’s answer. The foundation for the common-project-question is a firm belief – or knowledge – that clients know what they want even if they don’t yet know that they know. Once that belief is firmly an- chored in the therapist the common-project-question becomes obvious and necessary. Until then – there is only hard work and self-discipline.
000001194 65017 $$acitováno studenty
000001194 909C4 $$dhttp://www.sikt.nu/Articl_and_book/Creating%20a%20common%20project.PDF$$pThe common project
000001194 909C4 $$dhttp://www.sikt.nu/Articl_and_book/Korman-Spolecny%20projekt.pdf$$pPŘEKLAD
000001194 980__ $$aARTICLE

000002104 001__ 2104
000002104 005__ 20150825150229.0
000002104 041__ $$aanglicky
000002104 100__ $$0AUTHOR|(SYS)foersterheinzvon$$aFoerster, Heinz von
000002104 245__ $$aOn Constructing a Reality
000002104 520__ $$aI am sure you remember the plain citizen Jourdain in Moliere’s Bourgeois Gentilhomme who, nouveau riche, travels in the sophisticated circles of the French aristocracy, and who is eager to learn. On one occasion with his new friends they speak about poetry and prose, and Jourdain discovers to his amazement and great delight that whenever he speaks, he speaks prose. He is overwhelmed by this discovery: “I am speaking Prose! I have always spoken Prose! I have spoken Prose throughout my whole life!”
000002104 773__ $$pThis is an abbreviated version of a lecture given at the opening of the fourth International Conference on Environmental Design Research on April 15, 1973, at the Virginia Polytechnic Institute in Blacksburg, Virginia
000002104 8564_ $$s2249885$$uhttps://systemika.g-i.cz/record/2104/files/foerster-constructingreality.pdf
000002104 909C4 $$dhttps://systemika.g-i.cz/record/2105$$pPŘEKLAD
000002104 980__ $$aARTICLE

000001622 001__ 1622
000001622 005__ 20150218104223.0
000001622 041__ $$aanglicky
000001622 100__ $$0AUTHOR|(SYS)hanleysusan$$aHanley, Susan
000001622 245__ $$aOn constructivism
000001622 520__ $$aCertainly we are all aware of the bleak report card that our nation's schools have received from various educational research organizations.  In comparison to school children from other countries, American children lag far behind in achievements tests, especially those in the math and science areas (Raizen and Michelsohn, 1994).  Unfortunately, the situation is even worse than it appears.  Studies show that even students who score well on standardized tests often are unable to successfully integrate or contrast memorized facts and formulae with real-life applications outside the school room (Yager, 1991).  L.B. Resnick (1987) has commented that practical knowledge (common sense) and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the classroom with real life.
000001622 65017 $$astudijní materiály/autorské práce
000001622 773__ $$n9255745$$pNSF Cooperative Agreement$$y1994
000001622 8564_ $$s34764$$uhttps://systemika.g-i.cz/record/1622/files/Hanley, Susan - On Constructivism.pdf
000001622 980__ $$aARTICLE

000001719 001__ 1719
000001719 005__ 20150218104224.0
000001719 041__ $$aanglicky
000001719 100__ $$0AUTHOR|(SYS)stewardalan$$aSteward. Alan
000001719 245__ $$aConstructivism and Collaborative Enterprises
000001719 520__ $$aThis paper is a contribution to a dialogue on contructivist ideas in qualitative research in which collaborative inquiry is a central feature. By this I mean a process of finding out how both 'researchers' and 'subjects' have come to conceive an issue through sharing of their perceptions. Collaborative or participatory action research is an example of this approach. I propose that a constructivist methodology or epistemology for collaborative inquiry can be developed from primary theoretical concepts such as Structural Determinism of Maturana, second order cybernetics of von Foerster and van Glasersfeld and of Personal Construct Theory of Kelly. I further propose that secondary interpretations of these seminal ideas by family therapists helps to show how to use this epistemology in collaborative inquiry.
000001719 65017 $$astudijní materiály/autorské práce
000001719 773__ $$pSeized by Agreement, Swamped by Understanding.  Lloyd Fell, David Russell & Alan Stewart (Eds.) A collection of papers to celebrate the visit to Australia in August 1994 by Humberto Maturana$$y1994
000001719 8564_ $$s91541$$uhttps://systemika.g-i.cz/record/1719/files/Steward, Alan - Constructivism and Collaborative Enterprices.pdf
000001719 980__ $$aARTICLE

000002234 001__ 2234
000002234 005__ 20170801133827.0
000002234 041__ $$aanglicky
000002234 100__ $$0AUTHOR|(SYS)matthewsrobert$$aMatthews, Robert
000002234 245__ $$aVygotsky’s philosophy$$bConstructivism and its criticisms examined
000002234 520__ $$aCriticisms have recently been voiced of constructivism, the leading metaphor of human learning since the 1970s. Inspired by inconsistencies in interpretations of constructivism in current literature, we examine the underlying epistemological beliefs of popular constructivist theories and their criticisms. We find that popular constructivist claims and criticisms, instead of being based on contrasting philosophical ideas, are similarly grounded on the dualist separatism of the human mind and the external world. We then present our interpretation of Vygotsky’s historical-dialectical-monist philosophy, through discussions of Vygotskyan concepts including social environment of learning, the role of language, and individual consciousness. The paper concludes that confusions about Vygotsky’s theory often arise from concepts taken literally and from the lack of appreciation of the general philosophical orientation underpinning his works.
000002234 600__ $$0AUTHOR|(SYS)vygotskijlevsemjonovic$$aVygotskij, Lev Semjonovič
000002234 653__ $$0SUBJECT|(SYS)radikalnikonstruktivismus$$akonstruktivismus
000002234 653__ $$0SUBJECT|(SYS)dialektika$$adialektika
000002234 653__ $$0SUBJECT|(SYS)poznani$$apoznání
000002234 700__ $$0AUTHOR|(SYS)liucharlottehua$$aLiu, Charlotte Hua
000002234 773__ $$c386-399$$n3$$pInternational Education Journal$$v6$$y2005
000002234 8564_ $$s61471$$uhttps://systemika.g-i.cz/record/2234/files/Vygotsky.pdf
000002234 909C4 $$dhttp://iej.cjb.net
000002234 980__ $$aARTICLE

000001629 001__ 1629
000001629 005__ 20150218104223.0
000001629 041__ $$aanglicky
000001629 100__ $$0AUTHOR|(SYS)chronakianna$$aChronaki, Anna
000001629 245__ $$aConstructivism as an `energiser for thinking'!
000001629 520__ $$aThis paper aims to re-examine recent criticism on radical constructivism as an inadequate research framework for discussing learning and teaching. A number of questions are raised in an attempt to focus attention not on the theory itself but on what the theory may imply for the learner's rights. Finally it is suggested that even though the theory cannot provide clear cut answers to issues related to learning as a contextualised practice in a social and political setting, it still challenges research theorising and contributes to an educational discourse.
000001629 65017 $$astudijní materiály/autorské práce
000001629 8564_ $$s56049$$uhttps://systemika.g-i.cz/record/1629/files/Chromaki, Anna - Constructivism as an energiser for thinking.pdf
000001629 980__ $$aARTICLE