A revitalisation of virtue ethics in contemporary education

Author(s): Anna Drabarek / Language(s): English Issue: 2/2021

In this article I will discuss employing the classical prescripts of Aristotle’s virtue ethics in education as a guide for youth education. For Aristotle, the practice of virtues was not a goal in itself, since virtues are dispositions which may be revealed in various acts reflecting human perfection. Virtues tell us how to act to achieve a particular goal. The ethics of virtue highlights the love of good and perfection. The attitude of a justly proud man consists, among other things, in approving of what is good; at the same time, however, he strives towards selfsufficiency. Self-improvement, which emphasises self-sufficiency, often becomes behaviour that can, unfortunately, generate standoffishness, arrogance, and egotism.

A Spiritual and Religious Speech as a Poem

Inspired by Heidegger’s Fouring

Author(s): Filip Hlavinka / Language(s): English Issue: 1/2022

The article is based on Heidegger’s understanding of the world as the so-called fourings, in which one relates to counterparts who are not entirely graspable to him, yet provide a person with a significant orientation. Such an orientation relates to the spiritual aspects of life. It is not possible to speak about them in the same way as everyday things in ordinary or professional scientific language, because by their very nature they do not allow for grasping in the form of definitions. Instead, poetry is presented as a possible testimony of spiritual aspects, the subtle. It does not seek to give a definitive description and explanation, but rather to capture the substance and, above all, to invite humans on the path to what it says. Poetry is presented as an important part of education and erudition, where in the spiritual direction the scientifically conceived language will not suffice.

An existential-ontological approach to education with special attention paid to language education

Author(s): Agnieszka Rumianowska / Language(s): English Issue: 1/2019

The article discusses the ontological foundations of language education with special attention paid to the essence of language in human existence. After briefly defining what existential philosophy means, the following issues are considered in detail: the concept of existence, being authentic or inauthentic, the problem of choice, ambiguity, curiosity and idle talk as opposed to critical, reflective thinking and finding one’s own voice. In the further part of the article, pedagogical implications arising from the ontological assumptions concerning human existence and language are presented. The guiding idea of the article is the assumption that ignoring fundamental ontological issues in the process of language education deepens the pervasive feeling of emptiness and meaningless of existence and reduces thinking about education to instrumental and pragmatic issues associated with obtaining qualifications and developing language skills.

ANALELE UNIVERSITĂȚII DIN CRAIOVA. SERIA FILOSOFIE

Frequency: 2 issues / Country: Romania

<p>The journal appeared in 1976 with the title Annals of the University of Craiova. Philosophy, Sociology, History, and it held this title until 1994. Between 1995 -1996 it was called Annals of the University of Craiova, Philosophy - Sociology Series. Between 1997-1998 it was called Annals of the University of Craiova, Philosophy, Sociology, Psychology and Pedagogy Series. Between 1999-2005 it was called Annals of the University of Craiova, Philosophy, Sociology, Political Science Series. Since 2005 it is called Annals of the University of Craiova Philosophy Series. The journal is edited by the Department of Philosophy of the Faculty of Social Sciences of the University of Craiova and it is printed at the Universitaria Publishing House, Craiova. The journal is biannual (the first issue appears in June, the second in December), and it publishes articles written in Romanian, English, French, German, Spanish, Italian. The journal publishes philosophical articles. It cultivates the traditional lines of philosophical research (history of philosophy, ontology and metaphysics, social and moral-political philosophy, ethics, aesthetics and philosophy of art, logic, theory of knowledge, epistemology, philosophy of science, philosophy of history, philosophy of culture, philosophy of religion, philosophy of language, philosophical anthropology) but is also open to newer trends (applied ethics, philosophy of communication, philosophy of mind and cognitive sciences, argumentation theory, critical thinking, gender studies, philosophy of imaginary, philosophy of education, philosophy of economics, philosophy of law, applied philosophy, theory of social responsibility). In the pages of the journal publish authors from Austria, Belgium, Brazil, Bulgaria, Canada, Chile, France, Germany, Great Britain, Greece, Hungary,India, Italy, Japan, Poland, Portugal, Romania, Russia, Serbia, Spain, Turkey, Ukraine, USA. The journal is indexed in SCOPUS, Philosopher&rsquo;s Index, European Reference Index for the Humanities (ERIH Plus, Philosophy), Regesta Imperii - Akademie der Wissenschaften und der literatur Mainz, ICI World of Journal, EBSCO and Central and Eastern European Online Library - CEEOL.</p>

Antropocenas švietime ir švietimas antropocene: viešasis ir akademinis diskursai apie ateitį

Author(s): Lilija Duoblienė,Justina Garbauskaitė-Jakimovska / Language(s): Lithuanian Issue: 1/2022

The article analyses the future of education from the perspective of educational philosophy. First, the new peculiarities of the age are discussed, especially the philosophy that made a turn towards posthumanism and the new materialism, setting new goals for education. Then a public discourse study is presented – how the Lithuanian press (the main news portals) responds to the new challenges and sees the future of the Lithuanian school. And finally, the article reflects where the thoughts raised by public discourse lead and how far they reach compared to the new philosophy and challenges for the future.

Apie Jūratę Baranovą: kelionė nuo filosofijos link ugdymo teorijos ir praktikos

Author(s): Lilija Duoblienė / Language(s): Lithuanian Issue: 47/2021

Jūratė Baranova-Rubavičienė Lietuvos, o ir užsienio kolegoms gerai žinoma kaip ta-lentinga rašytoja, mąstytoja, filosofė, ypač produktyvi kūrėja: parašė arti dešimties monografijų ir vadovėlių, šimtus straipsnių, kelias dešimtis esė, buvo aktyvi tarptautinių ir nacionalinių projektų dalyvė, skaitė paskaitas, vykdė aktyvią komunikaciją socialiniais klausimais, užsiėmė filmų, teatro ir tapybos bei knygų kritika, be šios veiklos, rožių puoselėjimas ir augintinės Tinos priežiūra – ir visa tai beveik vienu metu. Bendraudama su Jūrate sau pavydėjau, nes visada turėjau tą artimąjį, kuris veda į priekį, motyvuoja, skatina, kitaip tariant, yra pavyzdys, į kurį mačiau prasmę lygiuotis. Kita vertus, nuolat jutau šiokį tokį kompleksą, kad nespėju, nesugebu tiek daug ir taip intensyviai veikti ir kurti. Atlikdavau tris kartus mažiau veiksmų per tą patį laiką. Nepaisant to, vis dėlto išmokau triskart lėčiau sukdamasi stipriai neatsilikti. Jūratė niekada neprieštaravo, nemoralizavo, nepašiepė nei mano darbinio ritmo, nei stiliaus, nei minčių. Atvirkščiai. Bet reiklumo aplinkai ir aplinkiniams niekada neprarado.

Artistic and Pedagogical Competences of the Fine Arts Teacher: an Adaptation to the Postmodern Society

Author(s): Volodymyr Tomashevskyi,Nataliia Digtiar,Larisa CHUMAK,Tetiana Batiievska,Olena Hnydina,Olena Malytska / Language(s): English Issue: 2/2022

The importance of the outlined problem lies in the fact that professional training of future fine arts teachers should take into account the trends of recent general scientific, socio-cultural and moral-aesthetic processes. Analysis of the professional training system in the context of the requirements of postmodern society gives grounds to claim that it requires significant updating. In particular, individualization and democratization of education, interdisciplinarity, departure from traditional patterns of professional training, rethinking of pedagogical ideas and postulates in the context of quality assurance, etc. are paramount. The article defines the structure of artistic and pedagogical competence of a fine arts teacher. Its structural elements (artistic component (artistic and aesthetic education, skill)) and pedagogical component (psychological and pedagogical culture, reflection) and ways of their formation are determined. Ways to improve professional training of future fine arts teachers taking into account the postmodern features of higher education development (ensuring continuity of creative education; updating the scope of professional training; the use of information technology in the process of professional training of future fine arts teachers; emphasis of the educational programme on personal and creative development, self-fulfilment of students of artistic specialties. Development of pedagogical conditions for formation of artistic and pedagogical competence in future fine arts teachers and organization of a pedagogical experiment in order to determine their effectiveness seems promising.

Axiological Aspects of Educational Activity in Postmodern Philosophy

Author(s): Oleh Pieshev,Olga Rudenko,Alla Lazareva,Oleksandra Sokolova,Mykola Maksiuta,Galyna Fesenko / Language(s): English Issue: 2/2022

The relevance of the chosen topic of the article is determined by the need to improve the system of educational activities in postmodernism. The article provides a theoretical analysis of developments on the topic, substantiates axiological (spiritual, moral, aesthetic and other values, their relationship with each other, with social, cultural factors and human personality; section philosophy) perspectives of educational activities in postmodern philosophy, gives a description of axiological areas of academic activity in postmodern philosophy; the main directions of the philosophy of education in the epoch of postmodernism are determined; the vision of a new paradigm of education in the works of researchers and scientists is presented.The article analyses the understanding of the problems of education in the European philosophical and pedagogical tradition of the XX-XXI century, gives a brief overview of systematic works on the philosophy of education of prominent Western researchers of these problems, taking into account their proposed educational values. Based on the analysis, the article's author concludes that it is necessary to critically review several traditions for the philosophy of education and the choice of approaches in understanding the values of modern education.The article's author notes the emergence of new axiological paradigms of education in the philosophy of education of the late XX - early XXI century, associated with the development of cultural-centric and global-historical trends in philosophy.

BATTLE FOR MINDS. ELEMENTS OF CRITICAL PEDAGOGY

Author(s): Gianluigi Segalerba / Language(s): English Issue: 49/2022

In my study, I concentrate my attention on some aspects of Freire’s thought on pedagogy. I analyse some aspects of Freire’s opposition between his model of pedagogy and the banking model of education, i.e. the oppressor pedagogy: the bank education’s goal is to establish and conserve a hierarchical society; the problem-posing education aims to establish an egalitarian society and eliminate oppression forms. The concepts of anthropology which underlie the two pedagogical systems are quite dif erent from each other: bank education views individuals as complete entities, i.e., as entities whose essence is given once and for all, whereas problem-posing education sees individuals as self-transcending entities and thus as entities who develop and change in history. I then analyse Freire’s investigation on the mechanism of internalisation: internalisation is the process through which oppressed individuals are transformed into entities mentally directed by the oppressors. It corresponds to the complete assimilation of the mind of the oppressed to the mind of the oppressor. The oppressed are therewith transformed into replicas of the ideology of the oppressors. The text of Freire which I use for my investigation is Pedagogy of the oppressed.

Błędny uniwersytet

Author(s): Dobrosław Kot / Language(s): Polish Issue: 4/2021

The author reflects on the problem of the nature of the university, and his scrutiny revolves around the category of being errant in thinking. Seen from the vantage point of the modern praise for resourcefulness, the university appears to be a corporation with the objective to ‘produce’ research results and graduates: errors, as well as being errant in thinking, are considered as fallacies to be eliminated. The author attempts to reevaluate the category of being errant in thinking and, in conclusion, states that in fact the principle on which the university works is that of being errant, and that the university needs to be conceived as a community of those who err.

Caring for Life before Birth. Pre-Natal Rites of Passage in Hindu Tradition

Author(s): Hilda-Hedvig Varga / Language(s): English Issue: 1/2021

Man is often told that life begins with birth. Hindu tradition is one of those examples that highlight the fact that life begins much earlier, with early stages of pregnancy. We shall not adopt a position from a medical or ethical point of view, but will emphasize this claim judging by the care and effort put into the well-being and good health of foetus and expectant mother by members of this religious tradition from ancient times. Archaic Hindu society was very strongly under the spell of the supernatural and magical, which surfaces in many sacred texts. It is interesting to notice and understand how the supernatural, religious and social intertwine and bring order into the lives of its people.The present paper focuses on pre-natal rites of passage as having an ordering quality in man’s life, mentioning key examples from sacred texts related to cultural and religious details that are the backbone of Hindu tradition. It is a shy attempt to bring to light features in the thought process of the ancient Hindu society in order to better relate and comprehend the treasures of its rich past.

Contribuţia scriitorilor ruşi la dezvoltarea pedagogiei

Author(s): Aura Hapenciuc / Language(s): Romanian Issue: 1/2013

The paper The Contribution of Russian Writers to the Development of Pedagogy emphasizes the involvement of Russian writers in social life, their connection to the history of social thought and of education. The purpose of this paper is to highlight the national identity of Russian pedagogy, the originality of its historical destiny. The specific role of Russian writers in the development of pedagogy is explained by the awareness of a certain prophetic mission that the Russians have. The intellectual contribution and the social involvement of many Russian writers, like Michail Lomonosov, A.N. Radishcev, N.I. Novicov, K.D. Ushinsky, N.G. Tchernyshevsky, L.N. Tolstoy, A.S. Makarenko, V.A. Suhomlinsky, is considerable. For example, the Soviet writer and educator A.S. Makarenko developed the theory and methodology of team education and the theory of family education, K.D. Ushinsky is the founder of the scientific pedagogy in Russia, the novelist L.N. Tolstoy developed the idea of free education, the publicist and writer V.A. Suhomlinsky made an important contribution to the theory and practice of humanistic education. We have to remark that man is a cultural being and pedagogy is a science of culture that communicates with the great works of human culture. Considering the fact that the term "paideia" is used with the meaning of “education”, but also with a wider and deeper meaning, regarding the "culture of the spirit" it is understandable why artists have excelled in the field of pedagogy.

Cosmological and Cultural-Anthropological Turns in the Christian Philosophical Theology: Educational Implications in the Post-secular Contexts

Author(s): Maria Kultaieva,Nataliia Radionova,Lesya Panchenko / Language(s): English Issue: 26/2021

The article proposes the analysis of the changes in self-understanding of the Christian theology, which is regarded as a hybrid philosophical discipline in the post-secular cultural and social contexts with references to cosmology. This transformation is caused by the cosmological and cultural-anthropological turns in the Christian theoretical theology and its practices, which were enriched with the actual cosmological and philosophical knowledge about human and non-human nature. The new perspectives of philosophical theology are showed with its cultural and educational implications. The psycho-therapeutical potential of philosophical theology is explicated.

DE LA COGNITION INCARNÉE AU CORPS COGNITIVISÉ

Author(s): Patricia Apostol / Language(s): French Issue: 2 Suppl./2021

The construction of meaning, before being a linguistic or neuronal phenomenon, is a sensitive phenomenon, indebted to the bodily experience of the world, the lived body. Varela’s neurophenomenological approach, which is inspired by the intertwining of the subject and the world as proposed by Merleau-Ponty, can only take in charge an ordinary production of meaning. What about when one produces a concept or a work of art? In other words, how does the body-mind relationship function in the act of creation? If the construction of meaning starts from the subject, in the sense that it is the subject who by his embodied cognitive activity produces meaning, the construction of a concept or a work of art solicits a superpersonal force that engenders the subject himself: a heccéité, in the sense of Deleuze. What does this engendering of the subject mean and how does it intervene in the act of creation? In other words, why must the subject be somehow “recreated” in order to create? It is only when thought is destabilized by a point of crisis that it becomes a creative device that plays out between the chaotic intensities from which it tears itself away and the composition of a consistency. The starting point of the creative thought is the stopping of the thought and its continuation on another plane: a thought that leaves the field of cognition and recognition and derails, carried away by a sensitive line of flight, produced in the body, towards the inorganic and impersonal plane of a super-personal power. With the act of creation, the embodied cognition swings towards a de-subjectivation: the cognition becomes then a “chaognition”, an impersonal faculty mobilizing the power of passivity.

Destruktivni uticaj posthumanističke semiotičke ideologije na akademiju kao arhetipni entitet

Author(s): Igor Ševo / Language(s): Serbian Issue: 36/2021

Aspects of human behavior usually ascribed to the modern age remained fundamentally inviolate during the past several hundred thousand years, but the globally accessible technology of the modern age creates a platform for the emergence of novel selection pressures on the human species, thereby allowing for modification of not only the genetic makeup of a human being, but its phenomenal experience. The globally accessible technology enables semiotic amplification and propagation of an implicit posthumanist ideology, threatening to alter the human being and its consciousness on a phenomenal level. In this paper, I derive an analytical argument that indicates an endangerment of the shared human phenomenal experience, exemplified by analyzing the endangerment of the academic ideal, under the premise of ethical and ontological relevance of phenomenal experiences.

Dialogue in the Philosophical and Educational Postmodern View

Author(s): Halyna Zhukova,Olha Vashevich,Oksana Patlaichuk,Tetiana Shvets,Nataliia Torchynska,Iryna Maidaniuk / Language(s): English Issue: 2/2022

The article analyses the modern assimilations of the definition ‘dialog’ and its rendering by the world academic community. Attention is drawn to the exceptional empirical significance of dialogics as a general scientific universal. The etymology of dialogue as a key category of philosophical, educational and pedagogical knowledge is identified. The evolution of the lead notionalists` ideas about the kernel and nature of dialogue that are relevant of the humanity itself, human mind and constant search of true knowledge is studied. A parallel is drawn between Socratic dialogue and dialogue in the postmodern educational and philosophic discourse. The problem of the antique thinkers` understanding of dialogue is studied discretely. The contemporary approaches to the fundamentals of dialogism, as outlined in the works of the lead theorists, are studied from the antiqueness to these days. It is highlighted how relevant and applicable for educational philosophy of the XXI century ‘G. Skovoroda`s dialogues’ are. It is ascertained that setting dialogue as autonomous subject of research of a particular school of thought reaches the works of L. Feuerbach with its thesis origins, but gets its final formulization in the works of M. Buber. The author dwells on the main theses of the approach of M. Bakhtin about the dialogic sources of the human beingness. The content and scope of the concepts ‘dialogical pedagogics’, ‘interactive dialogue’, ‘egalitarian dialogue’ are analysed. The advantages and disadvantages of the idea ‘knowledge building’ are studied. It is accentuated that the origins of many contemporary dialogue theories and methodologies date back to the ancient times and represent the attempts to integrate the ‘Socratic dialogue’ into the postmodern discourse. The state of adaptedness and conformance of the contemporary theories of dialogue to challenges of digitalisation and globalisation of the postmodern educational-philosophical space is studied.

DIRECT INTERACTION: METHODS OF RESEARCH, EPISTEMOLOGY, CONCEPTUALIZATION (I)

Author(s): Ion Copoeru / Language(s): English Issue: 2/2022

“Are you investigating direct multimodal interactions?” This is the first question that we addressed to our colleagues who are conducting research in fields, such as linguistics, education science, didactics, psychology, sociology, anthropology and, of course, philosophy. If you are interested in knowing more about this topic or you are conducting yourself an investigation in this area, you might enjoy some of the research papers presented at the hybrid event hosted by the Dept. of Philosophy of Babeş-Bolyai University from Cluj-Napoca in June 2nd – 4th, 2022. The interactions constituted a topic of investigation in social sciences and philosophy starting with the beginning of the 20th century. Initially, the study of interactions was associated with the investigation of human experience. Georg Simmel and Erving Goffman have shifted the understanding of social phenomena by reversing their traditional framing as means-end and cause-effect chain models.

Duh i obrazovanje. Rasprava o temeljnim filozofijskim načelima obrazovanja i nužnost njihovom povratku

Author(s): Stjepan Radić / Language(s): Croatian Issue: 04/164/2021

Eine der grundlegenden menschlichen Bestimmungen ist die, dass der Mensch ein sich bildendes Wesen ist. Den Grund dafür findet die philosophische Tradition in seiner geistigen Seele. Für Humboldt und seine Universität beispielsweise, ist die Seele der Grund dieses Prozesses. Die zeitgenössische Bildungsphilosophie, namentlich die Pädagogik und die ihr verwandten Wissenschaften, vermeiden jedoch (völlig) die Rede über die Seele hinsichtlich der Erziehung und besonders hinsichtlich der Bildung. Dies führt bereits zur zentralen These des Artikels, welche wie folgt zusammengefasst werden kann: Bildung kann und darf nicht auf die Rezeption von Wissen und Fähigkeiten bzw. Fertigkeiten im Sinne bloßer Qualifizierung reduziert werden, sondern muss zu ihren tiefsten Grundlagen zurückkehren, welche sich gleichzeitig als grundlegende Bestimmungen bzw. Perspektiven der Bildung überhaupt darstellen: Mit der Öffnung zur Ganzheit der Welt kommt die Seele (Person) innerhalb der Bildung bei sich selbst an. Hiermit aber führt sich die Bildung nicht ausschließlich auf die theoretisch-spekulative Art der Annahme und der „Prozessierung“ des Wissens zurück oder zielt ausschließlich auf den moralisch-sittlichen Aspekt; vielmehr wird darauf verwiesen, dass der Mensch in seiner Gesamtheit und Eigenart in ihren Mittelpunkt gestellt wird. Die zentrale These des Aufsatzes wird durch vier tragende Kapitel entfaltet: Im ersten, welches zudem als Ausgangspunkt gilt, wird die griechisch-platonische Denktradition im Hinblick auf die Bildung erörtet, indem dabei die Zwei entscheidenden Begriffe, imago (Bild) und imitatio (Nachahmung), hervorgehoben werden. Im zweiten beziehen wir uns auf zwei – unserer Ansicht nach – Schlüsseltheoretiker, W. v. Humboldt und G. F. W. Hegel, die, jeder auf seine Weise, die „Seele“ der Bildung durch die Begriffe der Universalität in Form der Losreißung vom Partikularen und der Freiheit in Form der Einsamkeit oder Losreißung von der Menge beobachten. Die vorgestellten Darstellungen heben auf keinen Fall eines der wichtigen Merkmale der Bildung auf, die Ausbildung, die im dritten Kapitel erörtert wird, wobei man zur Kenntnis geben möchte, dass sie, wenn sie authentisch sein soll, auch die „Ankunft der Seele bei sich selbst“ berücksichtigen muss. Die abschließenden Ausführungen im vierten Kapitel schildern die Situation derzeitiger Bildung, beispielsweise das Abgleiten in den Funktionalismus und in die reine Praxis sowie das Ausbleiben jeglicher Idee davon, was im Endeffekt die Folge der „Vertreibung des Geistes aus der Bildung“ ist (K. P. Liessmann).

DZIEDZICTWO DYDAKTYCZNE JANA AMOSA KOMEŃSKIEGO

Author(s): Tereza VACINOVA,Marie Vacínová / Language(s): Czech Issue: 13/2021

Comenius lived at the time when many historical changes took place. He was born during the reign of Rudolf II, he studied under Matthias, operated in Fulnek under Frederick of the Palatinate, he had to go to exile under Ferdinand II., fled from the burn-out Lešno under Ferdinand III., died during the reign of Leopold I. He was hit by an uprising against Ferdinand II. (1618–1620), the Thirty Years’ War (1618–1648), the election of Frederick of the Palatinate as the Czech king (1619), the White Mountain Battler (1620), systematic recatholization (1624), the English revolution (1640–1660) etc. The presented article shows how these events formed the Comenius’s personality, forcing him to respond to the time period, to develop his thoughts and to think of a better future of man which he saw in education and upbringing. The presented article deals with the analysis and legacy of the Comenius’s didactic work. It brings near the timelessness of the Comenius’s thoughts consisting of connecting the target, content, conditions and means of education and upbringing. It refers also to the progressiveness of thoughts connected to the adult education.

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.