Roger Scruton refers to Thomas Stearns Eliot in almost every one of his books, but despite the undoubtedly fundamental influence, which Eliot had exerted on the development of Scruton’s outlook, apart from a short article entitled Eliot and Conservatism, Scruton did not devote a separate work to Eliot’s thought. As I try to show this is due to the fact that Scruton was not so much a scholar of Eliot, as a continuator of his thought – not merely an expert on his philosophy and poetry, but an inheritor of his spiritual legacy. Both Eliot and Scruton belong to a current, which may rightly be called conservative philosophy of culture. In this paper I outline the conception of culture advanced by Eliot, and show how Scruton draws on this conception in his own spiritual development.

The aim of this paper is to discuss selected formal and pragmatic aspects of the Austro-Hungarian military name policy in the last quarter of the 19th and in the early 20th century. In the introductory section the proprial status of the names of military units (which constitute a part of military chrematonymy) is discussed. An attempt is made to outline the location of these names on the classificatory map of chrematonomastics as well. A brief discussion of the historical and terminological background of the Austro-Hungarian military unit names follows. The most important concepts of the theory of name and naming policy are outlined. The presentation of the analysed onymic material covers unit names included in the officer lists (Schematismen) of the Austro-Hungarian forces as well as names present in the paper seals (Verschlussmarken). On the basis of the material, polymorphism of the discussed names is shown in the sense that obligatory and facultative elements of the names may appear in different ways and within various syntactic name models, depending on the context (including continuous text within which a name is used). Two main syntactic models of the discussed names are proposed. The orthographic and syntactic rules of unit numbering and the ways of embedding geographical names and names of patrons and honorary regiment owners (Inhaber) into unit names are outlined. The meaning and spelling of the expressions imperial-royal (k.k. = kaiserlich-königlich) and imperial and royal (k.u.k. = kaiserlich und königlich) are explained.

In education, information and Communications Technologies mostly play the role of a medium of communication, as well as a means of imparting knowledge. ICT, however, is used less as a subject for student activity, i.e. a subject for students to learn, where they can operate the technology, as in robotics or mechantronics. Information technologies are also very rarely implemented in education as a way for students to build their identity and shape their attitudes towards their outside and inside worlds. In spite of this, in the history of educational technology there have been a number of researchers and educators who have promoted interesting ideas for implementing technologies as tools for human cognitive, affective, psychomotor and moral empowerment. Today such people are also present in education, however, they play unimportant roles on the periphery of formal education. This paper is a reminder of a number of ideas by theorists and researchers concerning the implementation of ICT, but mainly highlights the empowerment it gives students and its humanizing/humanitarian role.