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Commentary on The Psychology of Creativity: A Critical Reading

. P. (2014b). Thinking through creativity and culture: Toward an integrated model . New Brunswick, NJ: Transaction Publishers; DOI: 10.15290/ctra.2014.01.02.15 Goncalo, J. A., Flynn, F. J., & Kim, S. H. (2010). Are two narcissists better than one? The link between narcissism, perceived creativity, and creative performance. Personality and Social Psychology Bulletin, 36 , 11, 1484-1495. Guilford, J. P. (1950). Creativity. American Psychologist, 5 , 444–454. falseHass, R. W. (2012). Historiometry as extension of the Consensual Assessment Technique

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Creativity’s Need for Relevance in Research and Real Life: Let’s Set a New Agenda for Positive Outcomes

., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity , 21, 9-30. Nicol, J. J., & Long, B. C. (1996). Creativity and perceived stress of female music therapists and hobbyists. Creativity Research Journal , 9 , 1-10. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135 , 322–338. Poropat, A. E. (2014). A meta-analysis of adult-rated child personality and academic performance in primary

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How are Creative Abilities Related to Meta-Learning Competences?

& Adolescent Development, Development , 151, 97-109. Runco, M. A., & Jaeger, G. J. 2012. “The standard definition of creativity.” Creativity Research Journal, 24, 92-96. DOI: 10.1080/10400419.2012.650092 Sariҫam, H. (2015). Metacognition and Happiness. The mediating Role of Perceived Stress. Studia Psychologica, 57 , 271-283. Silvia, P. J. (2008). Another look at creativity and intelligence: Exploring higher-order models and probable confounds. Personality and Individual Differences , 44 , 1012-1021. Silvia, P. J., Christensen, A. P., & Cotter

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O Politice Těla a Hegemonii Měšťanského Řádu

Abstract

Since the mid-19th century until the 1930s, the Czech physical education and the scout movements formed a platform for the propagation of a specific somatology and health science discourse connected with the issues of morality, national awareness and political views. They strived to create an integral Czech personality subject to the imperative of the bourgeois values and norms. The stress was on the set of rules, diligence, commitment to the benefit of the nation, moderation, temperance, and obedience, while laziness and conspicuous revelry were, in this context, condemned. Disobedience, immorality and improper use of powers were perceived as a real threat to the national community and later to the so-called First Czechoslovak Republic (1918-1938). Hence, activities of both the physical education organisations and the Scout Movement, became a form of national defence against harmful influences. As a result of their effort to impact the society as a whole, these activities became a mobilization tool which promoted both physical and moral norms: the cultivation of the body became a moral duty for all members of the nation. The disapproval, based on political and generational reasons, towards the bourgeois morality hegemony and later, of the state paternalism (for instance by the non-organised scout-tramps), resulted in attempts to condemn all those who refused the social dictate and the state’s control.

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