The Role of the Jan Hus Educational Foundation in Shaping Art-Historical Paradigms in Czechoslovakia, 1979–1989

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60461446%3A_____%2F24%3AN0000042" target="_blank" >RIV/60461446:_____/24:N0000042 - isvavai.cz</a>

Výsledek na webu

<a href="https://forarthistory.org.uk/conference/2024-annual-conference/" target="_blank" >https://forarthistory.org.uk/conference/2024-annual-conference/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Role of the Jan Hus Educational Foundation in Shaping Art-Historical Paradigms in Czechoslovakia, 1979–1989

Popis výsledku v původním jazyce

Conference participation: The Association for Art History’s Annual Conference; University of Bristol, 3. – 5. 4. 2024 Segment Beyond the AAH: Groups, Organisations, and Collectives since the 1970s (3. 4. 2024): Following the publication of Charter 77, a novel concept emerged within the Prague dissident community, with a primary focus on offering advanced education to young individuals who, due to political reasons, were unable to access university studies. This initiative gave rise to a series of seminar courses, collectively referred to as Patočka’s University’, ‘anti-university’, or ‘underground university’. Simultaneously, a cohort of British philosophers, predominantly associated with Oxford University, forged connections with these seminars, culminating in the establishment of the Jan Hus Educational Foundation in 1981. The foundation’s principal mission was to gather funds, distribute technical equipment, and arrange visits by foreign academics who served as expert lecturers in Czechoslovakia. As an integral aspect of this initiative, considerable support was directed towards courses that integrated a chronological exploitation of art history with various subjects from aesthetics, to theory of architecture, and analytical philosophy. Within this framework, a distinctive intellectual milieu thus gradually took shape, providing an alternative not only to the regime-supported teaching of art history, but also to official narratives within the given field. Understanding these seminars as centres of intellectual radiation, this paper aims to answer three interrelated questions. 1) How did the specific institutional background of the Jan Hus Foundation impact the art-historical syllabi of these lectures? 2) Which dominant intellectual currents were transmitted through this channel, and how were they critically received and disseminated? 3) What influence did this educational approach exert on the emerging generation of art historians who played pivotal roles in transforming the field after 1989?

Název v anglickém jazyce

The Role of the Jan Hus Educational Foundation in Shaping Art-Historical Paradigms in Czechoslovakia, 1979–1989

Popis výsledku anglicky

Conference participation: The Association for Art History’s Annual Conference; University of Bristol, 3. – 5. 4. 2024 Segment Beyond the AAH: Groups, Organisations, and Collectives since the 1970s (3. 4. 2024): Following the publication of Charter 77, a novel concept emerged within the Prague dissident community, with a primary focus on offering advanced education to young individuals who, due to political reasons, were unable to access university studies. This initiative gave rise to a series of seminar courses, collectively referred to as Patočka’s University’, ‘anti-university’, or ‘underground university’. Simultaneously, a cohort of British philosophers, predominantly associated with Oxford University, forged connections with these seminars, culminating in the establishment of the Jan Hus Educational Foundation in 1981. The foundation’s principal mission was to gather funds, distribute technical equipment, and arrange visits by foreign academics who served as expert lecturers in Czechoslovakia. As an integral aspect of this initiative, considerable support was directed towards courses that integrated a chronological exploitation of art history with various subjects from aesthetics, to theory of architecture, and analytical philosophy. Within this framework, a distinctive intellectual milieu thus gradually took shape, providing an alternative not only to the regime-supported teaching of art history, but also to official narratives within the given field. Understanding these seminars as centres of intellectual radiation, this paper aims to answer three interrelated questions. 1) How did the specific institutional background of the Jan Hus Foundation impact the art-historical syllabi of these lectures? 2) Which dominant intellectual currents were transmitted through this channel, and how were they critically received and disseminated? 3) What influence did this educational approach exert on the emerging generation of art historians who played pivotal roles in transforming the field after 1989?

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

60401 - Arts, Art history

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů