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КУЛТУРНО ПРОФИЛИРАЊЕ НА ПРОБЛЕМАТИКАТА НА ТЕЛОТО И ТЕЛЕСНОТО: НЕКОИ ПРЕТПОСТАВКИ НА ДУХОВНОСТА НА ИСТОКОТ ПРЕКУ ЗАДОВОЛУВАЊЕТО НА СЕТИЛАТА

Author(s): Radomir Popovski / Language(s): Macedonian Issue: 11/2013

This text deals with "cultural story of the body", suggesting that some kinds of sexual practice (like Tantrism) provides spiritual enlightenment - especially in the culture of the East. Obviously, we can accept the claim that "body is not only a cage for the spirit", but much more than that: it allows the bridging directed towards the enlightenment. For example, teachings in the eastern culture sometimes could be transferred even by the silence. Taking into account the tactile and spiritual, in the second half of this article I do think the eastern experience of "sexual practicing through the door of enlightenment" - illustrate important strands of cultural features, different by the same strands in "opposite direction": Occidental culture. In further consideration, attempts to enter the subjective world of Vaishnavs meditations, taking them seriously on their own terms, are evident represented. The tactile is the bridge to the spiritual enlightenment.

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Pojęcie duchowości w tradycji polskiej, świeckiej myśli pedagogicznej

Author(s): Sławomir Sztobryn / Language(s): Polish Issue: 1/2021

The article presents the variety of meanings associated with the concept of spirituality. It shows several characteristic definitions, which have been critically analysed in the context of Nawroczyński’s pedagogy of culture. Spirituality analysed from a secular, scientific perspective seems not only more universal, but also free from the limitations of theonomic approaches. The broadest concept of spirituality is the concept of spiritual community, which is open to the multitude of content and forms that can fill it.

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Refleksyjno-egzystencjalny wymiar tanatopedagogiki obszarem wspierającym rozwój człowieka

Author(s): Justyna Sztobryn-Bochomulska / Language(s): Polish Issue: 1/2021

The article presents the issue of thanatopedagogy as a relatively new area of pedagogical research. The main emphasis of the discussion is placed on its philosophical character and the possibilities of supporting contemporary man in overcoming the existential fear of death. Its presence in pedagogy seems to be increasingly necessary because of its lifelong character, the need to confront the fear of death hidden by pop culture, and, above all, the possibility of a spiritual transformation that can take place in the process of education.

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FEN BİLİMLERİ ÖĞRETİM PROGRAMININ EĞİTİM FELSEFESİ AKIMLARI AÇISINDAN İNCELENMESİ

Author(s): Aslı Görgülü Arı,Kevser Arslan / Language(s): Turkish Issue: 53/2020

The philosophy of education, known as a sub-discipline of philosophy, forms a basis for the curriculum, and can affect the decisions made in the teaching process. Philosophy interferes with science education in terms of its effort to reach knowledge. Therefore, it can be said that the relationship between science and educational philosophy is in an important position. In this respect, it was predicted that it would be beneficial to reveal the effect of educational philosophy, which is present in science teaching programs. In this respect, the aim of this study is to examine the science curriculum in terms of educational philosophy. Within the scope of the study, the content of the science curriculum was investigated by targeting the breeding, essentialism, progressivism and reconstruction currents of education philosophy. In the study, the data obtained as a result of scanning the curriculum and educational philosophy literature by using the document analysis method from qualitative research approaches were examined. The data sources of the study are the studies in the current science curriculum and the literature dealing with educational philosophy trends. The data obtained as a result of the document analysis were analyzed by using the descriptive content analysis method. As a result of the study, it was determined that the science curriculum was influenced by the progressivism and reconstructivism currents of the educational philosophy.

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LE DÉVELOPPEMENT DE LA PENSÉE CRITIQUE DES ÉLÈVES : DANS QUELLE MESURE LA PRATIQUE DU DIALOGUE PHILOSOPHIQUE SE SUFFIT-ELLE À ELLE-MÊME ?

Author(s): Mathieu Gagnon,Olivier Michaud / Language(s): French Issue: 3/2021

The Development of Critical Thinking in Students: to What Extent the Practice of Philosophical Dialogue is Sufficient to Itself? Among the reasons that are advanced by the advocates of philosophy for children and teenagers to include it in the school curriculum, the development of critical thinking occupies a prominent place. However, it is rarely discussed if the critical thinking skills that are developed in the philosophy classes are used in other contexts. It is this question this text wants to tackle. Firstly, we will clarify what we mean by critical thinking by presenting the main theories of this concept. We will then examine some of the results obtained in research, particularly the one of Daniel, aiming at study its development by the practice of philosophical dialogue. Finally, we will raise some issues around how a “general” form of critical thinking can be developed in this context by presenting some of the data we have collected in our research. We conclude by underlying few elements that should be taken into consideration to develop critical thinking in youth through philosophical dialogue.

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ГЕНЕЗИС ФИЛОСОФСКОЙ ТРАДИЦИИ В ОБРАЗОВАНИИ

Author(s): Oleg Bazaluk / Language(s): Russian Issue: 2/2021

The article reveals the genesis of the philosophical tradition in education. The emphasis was placed on the study of the Plato’s work. In “The Republic” Plato wrote, “…when you meet encomiasts of Homer who tell us that this poet has been the educator (πεπαίδευκεν) of Hellas, and that for the conduct and refinement of human life he is worthy of our study and devotion, and that we should order our entire lives by the guidance of this poet we must love and salute them” (Plato, Republic 10.606e). The author took Plato’s instructions literally, emphasizing the importance of Plato in the creation of the philosophical tradition.

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ЧИЛІЙСЬКА КОЛОНІАЛЬНА РЕСПУБЛІКА 1929–1973 РР. ШКОЛА ТА ІНВІЗІБІЛІЗАЦІЯ НАРОДУ МАПУЧЕ

Author(s): Mansilla Sepúlveda Juan Guillermo / Language(s): Ukrainian Issue: 1/2022

The article presents the experience of the Chilean schools’ activities in the post- occupation period in Mapuche. The features of the state educational politics are reconstructed within the framework of asymmetric intercultural relations. It is shown that the school became an active agent in achieving monoculturalism and the introduction of Western knowledge which did not fulfill its mission: the people of Mapuche managed to survive when the attempts of control and conquest were taken; today, there is also an opposing cultural resistance to the state, which operates the logic of excluding ethnic and linguistic diversity.

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TOUCHINESS AND CRITICISM. ON THE ROLE OF PHILOSOPHICAL CRITICISM IN CULTURE AND EDUCATION

Author(s): Robert Piłat / Language(s): English Issue: S1/2020

In this article, I am discussing the social phenomenon of touchiness (excessive sensitivity to differences of opinion and lifestyle) as a result of the polarization of discourse in contemporary Western culture. This polarization and the resulting touchiness are partly an effect of media, but the later also reflects structural problems of cultures and social practices. The problems arise from the dense network of potentially conflicting values. I am discussing some diagnoses of this phenomenon and some purported philosophical remedies including departure from the language of values and abandoning the idea of a strong subject of action and beliefs. I am criticizing these solutions and I am proposing the idea of radical criticism instead. I am presenting the idea about established theories of philosophical criticism, including those by Horkheimer, Spaemann, Habermas. I am also presenting a practical application of the idea of radical criticism in education: promoting philosophical inquiry in the classroom.

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Smisao obrazovanja u Rusoovim delima

Author(s): Kristina Todorović / Language(s): Serbian Issue: 35/2021

In this research, the author tries to demonstrate that Rousseau's understanding of education largely coincides with the Enlightenment ideas of the 18th century. Rousseau, together with other Encyclopedists, advocated the idea of emancipation of the mind from authority and spreading of knowledge from various fields of science, philosophy, and also knowledge of various crafts. They believed that progress in knowledge would also contribute to the progress of society. However, Rousseau dared to doubt these ideas, which is why he will be unfairly accused of alienation from these ideas. The author aims to demonstrate that Rousseau's alienation is only apparent and that his notion of natural upbringing and education get along with the Enlightenment ideas. To prove these claims, the author will use the method of analysis and comparison of Rousseau's texts with the texts of his contemporaries. This research aims to present a different interpretation of Rousseau's ideas of education and upbringing, concerning how his contemporaries understood them.

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KANT ON PHILOSOPHICAL EDUCATION IN THE AGE OF CRITIQUE

Author(s): Duško Prelević / Language(s): English Issue: 01/2022

In Announcement of the Programme of his Lectures for the Winter Semester 1765‒1766, Immanuel Kant outlined his views of how philosophical education ought to be conducted. According to him, the method of instruction in philosophy should be zetetic, which means that students should first learn to philosophize rather than (as they typically expect) to learn philosophy, that is, that learning how to think for oneself ought to be preferred over learning particular philosophical systems. Kant argued for this view by claiming that philosophy at his time was not yet a complete discipline, and accordingly, that there was no philosophical book which might be said to contain definite solutions to the main philosophical problems. Given that the claims above had been stated in 1765, and that later on (in the 1780s and 1790s in particular) Kant thought that he had practically solved (or resolved) all the important philosophical questions, it is interesting to see whether his views of philosophical education remained the same, even more so because at that time he still claimed (for example, in Critique of Pure Reason and according to some transcriptions of his lectures) that his age was the age of critique and therefore it had to be seen what will come of it. I argue in this paper that there are good reasons to believe that Kant's aforementioned claims are compatible and that the continuity of his thoughts on these things can be preserved.

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Education and Politikon Zoōn

Author(s): Zoran Dimić / Language(s): English Issue: 2/2022

Aristotle’s definition of humans determines his understanding of education (paideia) in Politics as politikon zoōn. This definition should always be considered together with the other most important Aristotle’s statement about the human being, in which he claims that “man alone of the animals possesses speech (logós)”. The ability to speak becomes most important within the specific political partnership (pólis), which has at last attained the limit of virtually complete “self-sufficiency” (autarkeías). Contrary to “every household” where the eldest member “gives the law” (themisteúei) to sons and spouses, in the city (pólis), the “speech (logós) is designed to indicate (semaíneiv) the advantageous and harmful, and the right and wrong”. In sum, justice became political (dikaiosunē politikóv). It always appears like the outcome of an argument or dispute (krísis) on what is just (toū dikaíou). We should understand education (paideia) in the context of the previous statements. Dispute (amfisbetéin), the keyword of Aristotle’s understanding of education, appears in the first sentence of Politics VIII. Aristotle states that “they (people) dispute” the question of what “constitutes education and what is the proper way to be educated”. There is not one complete, definitive, and standard answer to the question of what is the best way to be educated that we should implement in the educational activities. Based on Aristotle’s view, I claim that the first purpose of education is not to determine and constrain the activity of the youth and citizens in general, but to provoke and facilitate the dispute on the essence and aims of education.

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Kształt polskiej pedagogiki narodowej według Wiktora Wąsika

Author(s): Rafał Charzyński / Language(s): Polish Issue: 7/2021

The article aims to demonstrate the validity of Wiktor Wąsik’s assertions regarding the existence of a national Polish pedagogy. An analysis of the views of these thinkers shows that there are many essential pedagogical features common across these scholars, even though they lived in different epochs. This analysis also allows us to see their work as both specifically Polish and simultaneously well-harmonized within European thought.

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Prawidłowości wychowania w świetle myśli pedagogicznej Zygmunta Mysłakowskiego

Author(s): Lucyna Dziaczkowska / Language(s): Polish Issue: 7/2021

It is quite rare that the term “principles of education” is used in contemporary pedagogy. At the same time, concrete educational activities or processes require the right actions, i.e., actions that will foster participant development within the educational reality. This article constitutes an attempt to decode the principles of education in the light of Zygmunt Mysłakowski’s works, and to pinpoint the determining factors which could have led to their formulation. These conditions influenced the practice of pedagogy in Poland, and were not insignificant for the way in which the principles of education were understood and constructed by pedagogues. The author points to some areas in which Mysłakowski searched for these principles. They are pedeutology, general pedagogy, and the pedagogue’s own theory of education. In the concluding part of the article, values are cited as one of the key categories for Mysłakowski in formulating his principles of education.

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Powszechna edukacja filozoficzna szansą na deideologizację edukacji w Polsce? O potrzebie i perspektywach nowego paradygmatu edukacyjnego – w dialogu z Maciejem Woźniczką

Author(s): Michał Płóciennik / Language(s): Polish Issue: 15/2022

Maciej Woźniczka’s book is quite a radical reaction to the crisis of Polish education, one of the symptoms of which is the almost total marginalization of philosophical education – optionally possible, but virtually absent in real terms. The author makes an in-depth diagnosis of the Polish education system in the context of the tension between ideas and ideologies, observing its ideologizing deformations on three planes: worldview, ideology, and politics. As a remedy for this state of affairs, he proposes the introduction of universal and obligatory philosophical education, based on a previously culturally awakened need of philosophy, from school to academic education. In the author's intention, the issue is about the necessity to change the educational paradigm towards one that corresponds to worldview pluralism, in which real and universal philosophical education should play a key role. This presentation is an attempt to look at the philosophical and educational reflection of Woźniczka, to show its strengths and weaknesses, to assess the opportunities for conceptual and practical application, to indicate internal tensions and paradoxes that govern it, and to signal development prospects. It is complemented by source intuitions about the essence of education.

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Este filosofia „rentabilă” educațional? O critică funcționalistă a dezideratului de funcționalitate a educației

Author(s): Dorina Pătrunsu / Language(s): Romanian Issue: 5/2022

The idea that philosophical education has advantages is not one that I find epistemically questionable. However, the justification of the need for philosophical education based on these indisputable advantages raises serious problems that I think need to be clarified, all the more so or precisely for the sake of preserving the credibility of that idea. The fundamental objection is that the use of the consequentialist or functionalist argument as the dominant argument in the defense/justification of the need for philosophical education makes superficial not only the plea for the advantages it would generate but also the very idea of education. The “education fallacy” consists in assuming that you can achieve clear and certain results when, in fact, you can only hope for them. My purpose in this essay is a combined one: 1. To show that the functionalist argument does not ensure the desired functionality in the service of which it is put; 2. To show starting from (1) that: – the philosophy option, although not a common choice in shaping a professional career, is not one to be ignored. Paradoxically, what makes it eligible is the very functionalist argument, i.e., the argument that discredits it in principle; – philosophical education satisfies to the greatest degree the desired functionality required of education, today. Contrary to common intuition, the very functionalist argument that should ensure its success makes it least suitable for it. The theoretical framework for the advancement of these arguments will be the one outlined by the latest but also the most challenging analyses undertaken by the researchers and philosophers of education, the return to the foundations without renouncing the desired functionality of education being (perhaps) one of the lines more surprising of it.

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Comunitatea de investigare și noua paradigmă a învățării

Author(s): Constantin Stoenescu / Language(s): Romanian Issue: 5/2022

My aim in this paper is to provide an epistemological analysis of some sources of the new learning paradigm proposed by Lipman. As a result, I delineate the new paradigm from the traditional standard learning paradigm and mention the main sources, to dwell on Peirce and Dewey's idea of defining the learning community as a community of inquiry. I also point to the epistemic virtues of dialogue as an essential feature of the community of inquiry.

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Valori și simboluri în poveștile pentru copii

Author(s): Ileana Dascălu / Language(s): Romanian Issue: 5/2022

Stories and fairytales speak to the child, as well as to the adult, in many mysterious ways. They give expression to a soul’s deep yearnings, help bring inner conflicts to the light of consciousness, and show the way to one’s untapped resources. Philosophy for children, and child-oriented education in general have put stories and fairytales to a good use, building on their capacity to stimulate critical thinking, meaning-searching, interpretive skills and narrative imagination. This paper starts from the idea that children and teenagers would have better educational experiences if they had more opportunities to engage in open discussions on stories and fairytales, as well as creative storytelling. To build the case, I will first focus on the transformative power held by symbolic language, and, using examples from the French psycho-sociologist Jacques Salomé’s work, I will suggest that even what comes across as a very simple story can have great potential to build a child’s sense of autonomy. I will then turn to some characteristics of fairytales, which not only carry multiple layers of cultural meanings, but also, by their themes and structures, often mirror the inner processes of the human psyche. One may rightly argue that many of these would be incomprehensible to a child and should remain so. However, focusing on the hero and anti-hero distinction, I will try to show that exposure to such fairytales can benefit children and teenagers by the mere fact that it enriches the conventional opposition between characters who do right and those who do wrong by describing their process of development as a function of unconscious action or conscious choice.

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Modelul Cantemir în cultura noastră sau Memoriu către Cel de Sus asupra situației spiritului în cele trei țări românești

Author(s): Constantin Noica / Language(s): Romanian,Moldavian Issue: 3/2023

Literary text by Constantin Noica.

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Răspuns la un „Memoriu către Cel de Sus asupra situației spiritului în cele trei țări ro-mânești” – Scrisoare intimă

Author(s): Paul Anghel / Language(s): Romanian,Moldavian Issue: 3/2023

Literary text by Paul Anghel

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Apendice la manuscrisele lui Constantin Noica și Paul Anghel

Author(s): Vlad Bilevsky / Language(s): Romanian,Moldavian Issue: 3/2023

Publicând cele două manuscrise de mai sus, am nădăjduit ca, pe lângă omagierea a 350 de ani de la nașterea marelui voievod cărturar român, Dimitrie Cantemir, să aducem – precum am procedat în toate numerele de anul acesta ale revistei noastre – și o contribuție editorială la opera patriarhului filosofiei românești, Constantin Noica.

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