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OBRAZOVANJE I (DELIBERATIVNA) DEMOKRATIJA

Author(s): Ivana Janković / Language(s): Serbian Issue: 2/2015

The question of the importance of education in democracy is as old as democracy itself. Greek thinkers devoted much of their fruitful oeuvre to the concept of education, aiming at realization of better and more just life in the community. Modern thinkers, especially Locke, Rousseau and Mill, showed great interest for the issue of education of citizens in the democratic societies of their time. Dewey emphasized the importance of education in democracy like no one before, or after him. He devoted a significant part of his extensive work to the question of the role of and the kind of education that is fundamental for the members of community who want to prepare for participation in public life, in the best possible way. The issue of interrelation of democracy and civic education completely neglected after Dewey, again become relevant with appearance of deliberative democracy. Following Dewey’s tradition, I will argue that the form of democracy that calls for broad participation of citizens in solving public problems requires some education. The ability of people to participate in public deliberation depends on whether they have acquired certain skills, values and knowledge.

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UM U ISTORIJI: KANTOVSKA IDEJA UNIVERZITETA

Author(s): Ivan Vuković / Language(s): Serbian Issue: 4/2014

Ce texte a deux parties. La première offre une reconstruction de l'argumentation du Conflit des facultés, tandis que la seconde essaye d'établir comment celle-ci pourrait être utilisée aujourd'hui, et à quelles conclusions amènerait-elle. Or, dans le Conflit des facultés Kant a demandé une réforme universitaire qui donnerait aux philosophes le droit de commenter et de critiquer les programmes scolaires que le gouvernement impose aux facultés de droit, de théologie et de médecine. Quoique le contexte ait bien changé depuis ce temps, le devoir du philosophe kantien reste aujourd'hui le même et il consiste dans la critique des usages politiques des hypothèses scientifiques au sens large du terme, qui ont comme conséquence la répression, l'exclusion sociale et l'attaque au droit naturel des femmes et des hommes, ou la subversion de la paix internationale. La réforme proposée par Kant reste, cependant, contradictoire en ce qu'elle elle prévoit un système d'éducation publique et limite le droit au débat aux cercles des savants.

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Спортните субкултури – какво ни казват за днешните младежи?

Author(s): Boryana Angelova-Igova / Language(s): English,Bulgarian Issue: 1/2023

Sports subcultures are a relatively new social phenomenon. Their members are mainly young people looking for self-expression through their improvement in a given sport. The research into these subcultures provides valuable information about the value system of adolescents and their aspirations for realization. Our study can help form pedagogical methods and approaches to youth. The behaviour of adolescents, their way of life and desires are also an important characteristic of modern Bulgarian society. The study shows that, despite the burden of young people as a result of the digital exposure to new technologies, a generation is growing in Bulgarian society that is ready to step out of its comfort zone and to prove itself “physically” through its skills and desire to distinguish itself from the rest with abilities, not with material possessions.

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THE ESSENCE OF THE AUSTRIAN SCHOOL AND THE CONCEPT OF DYNAMIC EFFICIENCY

Author(s): Jesús Huerta De Soto / Language(s): English Issue: 7/2011

Now let me begin by making a few points on the true origin of the Austrian School of Economics, which should be traced back to the works of the Spanish Scholastics of what is known as the “Siglo de Oro Español” (in english the “Spanish Golden Age”), which ran from the mid 16th century through the 17th century. The great austrian scholar Murray N. Rothbard (one of the brightest followers and pupils of Ludwig von Mises) first developed the thesis that the Austrian School is of spanish origin in 1974. The Nobel Prize winner Friedrich A. Hayek shared this view, particularly after meeting Bruno Leoni, the great italian scholar and author of the book, freedom and the law. The two met in the 1950s, and Leoni convinced Hayek that the intellectual origins of classical economic liberalism lay in Mediterranean Europe and not in Scotland.

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Filozofski život

Author(s): Marina Novina,Kristijan Gradečak,Juraj Bobanović,Ivica Kelam,Kristina Dilica,Filipa Dragin,Dora Peradenić-Čveljo,Ivan Mihačić,Matija Vigato,Ema Ugarković,Lucija Curić,Bruno Pavlenić / Language(s): Croatian Issue: 02/170/2023

1. Međunarodni znanstveni skup »Dante Alighieri: pjesnik, teolog i filozof«; 2. Simpozij »Filozofija u potrazi za samom sobom« u povodu 80. rođendana akademika prof. emer. Branka Despota; 3. Promocija recentnih izdanja Žarka Paića; 4. Osječki dani bioetike; 5. Godišnji simpozij Hrvatskog filozofskog društva »Bibliozofija: knjiga u filozofiji i filozofija knjige«; 6. Simpozij »Spinoza i spinozizam«; 7. Predstavljanje časopisa Kozmologija.

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Transcendentalna filozofija i duh prosvetiteljstva

Author(s): Tanja Todorović / Language(s): Serbian Issue: 39/2023

The aim of this paper is to approach the question of Enlightenment through the aspect of transcendental methodology. There are not many authors in the history of philosophy who dealt with this method. From this approach, one must emphasize the basic aspects of Kant's and Husserl's philosophy, authors who tried to show both the positive aspect of this historical movement, as well as its disadvantages. They believe that the idea of science based on the concept of the human mind, must be distinguished from the modern ideal of science, which is based on universal reason and the new paradigm of nature. Both of these authors believe that the idea of development and the question of the purposefulness of the philosophical task should be reconsidered.

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Learning from Negativity of Experience in School Moral Education

Author(s): Dariusz Stępkowski / Language(s): English Issue: 1/2024

The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. Herbart’s concept of educative guidance as a permanently valid theoretical framework for contemporary moral education at school.

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Die Erziehungskunst nach Karl Heinrich Seibt. Zur Pädagogik der Aufklärung in Prag

Author(s): Ivo Cerman / Language(s): German Issue: 1/2020

This article reconstructs the art of education course that was delivered by Karl Heinrich Seibt (1735–1806) at the Charles-Ferdinand University in Prague from 1771 to 1799, starting even before Maria Theresa’s school reform. It was not, however, aimed at preparing teachers for public schools, but preparing preceptors for private education. Drawing on hitherto unknown manuscripts of students’ notes from his lectures, the article demonstrates how the course developed in two phases. The first went from 1771 to the trial of Seibt in 1779, where he was combating Montesquieu’s concept of education that saw the climate as the factor in determining the unchangeable character of a nation. The second phase, from 1784 to 1799, was influenced by German Reformpädagogik where Seibt styled himself as a man of compromise between a Rousseauian “Entwickler” (“developer”) and the traditionalist “Naturverbesserer” (“improvement of nature”). He was also more concerned with the practice of education and hygiene in this phase. Finally, the article suggests that Seibt saw the Catholic religion as the most important guarantee of proper moral education.

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Деятельность советника директора по воспитанию и взаимодействию с детскими общественными организациями: оценка ожиданий и потенциала совершенствования воспитательной работы с обучающимися

Author(s): Olesya A. Lavrentieva,Ekaterina M. Skrypnikova,Boris A. Deich,Zoya Ivanovna Lavrentyeva / Language(s): Russian Issue: 6/2023

Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.

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Israel Scheffler ve Paul H. Hirst’te Eleştirel Düşünme ve Özerklik Kavramlarının Rolü ve Önemi

Author(s): Bayram Kaya / Language(s): Turkish Issue: 2/2023

Analytic philosophy is a movement which emerged as a reaction to traditional philosophy around the end of the 19th century and the beginning of the 20th century. Analytic Philosophy of Education emerged partly as a reaction to traditional philosophy of education and partly with the desire to apply the general principles of analytic tradition in education. American Israel Scheffler and English Paul H. Hirst have produced many works since 1960s and so they are considered among the eminent philosophers of this field. In this study, the concepts of “critica/rational thinking” and “autonomy” have been studied and analyzed in the works of these two important figures. By adopting an analytic approach, firstly their arguments and propositions as regards the different educational topics have been classified and analyzed. Then their opinions as regards how they interpret these concepts, how importance they attribute to them and how these concepts can be used in education have been analyzed extensively. It has been found that critical/rational thinking can be seen as both the ultimate aim of education and the best means to reach this target for both philosophers, particularly for Scheffler. When it comes to the concept of autonomy, both philosophers think that every individual has an innate value and human dignity and so every person must have the right of free choice through rational thinking.

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Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd

Author(s): Petra Šebešová / Language(s): Czech Issue: 3/2023

This theoretical study is based on the fact that critical thinking is part of the key competences and specifically civic competences, but it is not defined in detail in curriculum documents. Critical thinking is close to philosophical thinking. For the development of philosophical thinking, a competency-based approach is applied in foreign didactics of philosophy to define the objectives of the discipline. This study attempts to show that the competency-based approach is also suitable for the development of critical thinking in the context of teaching civics and social studies; it is thus necessary to know what critical thinking consists of. Therefore, the first aim of the study is to specify in more detail what critical thinking is, based on an analysis of two foreign conceptions of critical thinking, with an emphasis on its subcomponents. The second aim is to compare critical and philosophical thinking more closely and to show how a critical thinking perspective could enrich the existing elaboration of philosophical competencies. Given the similarity of these two ways of thinking, the author proposes that one of the goals of high school philosophy education should be the explicit development of critical thinking and that the skills, dispositions and knowledge needed for critical thinking should be taken into account in the specification of competency-based goals for philosophy education.

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ІНФОРМАЦІЙНА КУЛЬТУРА СУЧАСНОЇ МОЛОДІ: ФІЛОСОФСЬКА РЕФЛЕКСІЯ ПРОБЛЕМНОГО ПОЛЯ

Author(s): Olena Viktorivna Prudnykova / Language(s): Ukrainian Issue: 2/2024

The article examines problematic aspects of the information culture among modern youth. Emphasis is placed on the necessity of enhancing the intellectual-analytical component of the information culture of the younger generation. It is noted that amidst the Russian-Ukrainian war, the spiritual sphere of domestic youth becomes a target of aggressive influence, carried out through mass media. Negative traits of youth information culture are identified, such as clip consciousness, clip thinking, and gadget dependency.

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KAKO VREDNOSTI MOGU DA SE PODUČAVAJU NA UNIVERZITETU

Author(s): Toni Morrison / Language(s): Serbian Issue: 548/2024

To je pravo pitanje i mislim da je i prigodno prvo koje skreće pogled sa srodnog pitanja, koje mu možda i prethodi: da li univerziteti treba da podučavaju vrednosti? To „da li” provlači se kroz debate poznog dvadesetog veka u nekoliko oblika. Pojedine discipline se ponose time što su im intelektualna istraživanja lišena vrednosti, a potraga za „objektivnošću” u srži je njihovih tvrdnji, tvrdnji koje se tumače kao ono što izdiže te discipline daleko iznad interpretativnih disciplina.

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„Да се научи, да учи“ – истинската философия на възпитанието

Author(s): Ilinida Markova / Language(s): Bosnian,English Issue: 2/2024

The origin of the idea of education is as old as the human race. This great antiquity in time, however, is no criterion that education is properly understood today, nor that mass consciousness can achieve it. The longevity of some elements of the cultivation of humanity may also carry a negative charge, to which attention must be directed all the more seriously. The traditional misunderstanding that the priority should be to eliminate the negative rather than to encourage positive behavior has resulted in an avalanche of moral malaise, spiritual poverty, and primitivism of action - phenomena that debase human reason and will.

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Opportunities for the Use of AI in Marketing Communication by Educational Institutions

Author(s): Ladislav Pátík,Jana Galera Matúšová,Katarína Načiniaková / Language(s): English Issue: 2/2024

Artificial intelligence has become an integral tool in various sectors, including marketing and marketing communication, offering unprecedented opportunities for enhancing efficiency and creativity. In marketing, AI’s capabilities extend from automating routine tasks to providing deep insights through advanced data analytics, significantly optimizing decision-making processes. AI tools, such as natural language processing and machine learning, allow marketers to personalize content and strategies, thereby fostering stronger customer engagement and loyalty. These advancements are particularly beneficial for educational institutions, which often face resource constraints. By integrating AI into their marketing communications, these institutions can streamline their operations, enhance their public relations efforts, and more effectively target and engage with their student base and the wider community. This paper explores the diverse applications of AI in the marketing communications of educational institutions, highlighting its potential to revolutionize how these organizations interact with their audiences, manage their reputations, and ultimately achieve their communication goals.

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Dedication to the Truth: Newman’s Philosophy and Theology of Education

Author(s): Tim Quinlan / Language(s): English Issue: 2/2024

The main thesis of this article is that Newman’s philosophy of education can only be understood within his Christian vision of the nature and vocation of humankind. That vision included a deep appreciation for real dialogue and human encounter at the very heart of education as well as an equally profound understanding of the deep complexity and inter-relation of all areas of knowledge including that of theology among the many subjects taught at university. For Newman, education, like truth, must result in wisdom and positive action as well as more intellectual and theoretical advances. Real education informs the intellect as well as forming the moral heart of the person. We may learn all the knowledge available to us, but we must also be agents of that knowledge by acting morally for the wellbeing of our fellow human beings, that is, in Newman’s language, to be able to marry our doctrine (knowledge) with our devotion to action and prayer (spirituality).

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Individuation and Movements of Existence in Jan Patočka: Horizon of Education

Author(s): Lina Marcela Gil-Congote / Language(s): English Issue: 2/2024

Jan Patočka addresses the concept of individuation in relation to the three movements of existence. This article argues that education functions as a process of individuation, requiring educators to engage with the third movement of existence in order to summon learners’ potential in their search for truth, autonomy and responsibility. The article is structured into three sections: Education in Patočka, Individuation and the movements of existence, and Pedagogical implications of the third movement, characterized by the open soul, as the horizon of education.

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LEONARD SWIDLER’S CALL TO INTER-RELIGIOUS DIALOGUE REVISITED

Author(s): Alina Preda / Language(s): English Issue: 69/2024

The aim of this article is to trace a brief history of the attempts that have been made to promote inter-religious dialogue, to outline the accomplishments to date, and to scrutinize both the current challenges posed to this project, and the future requirements to be met if worldwide interfaith cooperation is ever to be achieved. When investigating current inter-religious interactions, it is critical not to neglect the polemical dimension, but to establish the causes for the disagreements, and to effectively remove them. Given the inevitability of religious transmission within families, educational systems worldwide must offer exposure to multiple worldviews and belief systems that accurately reflect the diverse societies and cultures around the globe. In order to liberate themselves from the grip of fanatical thinking, the youth should not only be instructed in the teachings of a single religion, but also be exposed to the origins of humanity’s inclination towards religious beliefs and to the various ways in which these beliefs are expressed. This exposure, and the resulting newly-formed mentality will strengthen the response to Leonard Swidler’s call for the endorsement of a Universal Declaration of Global Ethics and, together with this indefatigable supporter of inter-religious co-operation, we will finally be able to genuinely proclaim that we are living in an Age of Global Dialogue.

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The Use of S. Khoruzhyi's Ideas of Energetic Hesychasm in the Educational Strategies of Postmodern Society

Author(s): Vitalii IHNATIEV,Oksana Patlaichuk,Olga Stupak,Andrii BOBRYK,Hennadii MOSKALYK,Andrii SHYMANOVYCH / Language(s): English Issue: 1/2024

Through the prism of the study of the theology of Hesychasm, the authors of this article consider the philosophical work of S. Khoruzhyi as a present-day system of non-classical pedagogical paradigm. On the other hand, this paradigm is a philosophically framed historical tradition of Orthodox ontological experience of human existence, which in our time has gone beyond the end of history. Moving beyond confessional boundaries into a universal philosophical meta-anthropological project provides a heuristic effect for the construction of spiritual pedagogy as well as for its synergy with the educational strategies and spiritual practices of the common man of the postmodern era. The authors sought to identify the basic intentions of religion and postmodern consciousness and to characterize S. Khoruzhyi's theosophical paradigm in terms of its unconscious and unintentional correlation with the social philosophy of pedagogical of postmodernism. For this purpose, we used comparative typological and meaningful methinks, as well as elements of hermeneutics and intertextual analysis. As a result of the study, the authors formulated a number of conclusions and results. The most general one defines the peculiarity of S. Khoruzhogo's narrative, in which the philosopher not only insists but also systematically embeds Hesychasm in the context of the post-non-classical philosophical and pedagogical paradigm. In essence, S. Khoruzhyi forms an alternative to the classical philosophical paradigm, which (even despite the author's formal objections) is open to a horizontal postmodern dialogue and constructed in a personal Hesychasm practice " bottom-up" from -because of "human energy".

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Можем ли да се научим да мислим правилно? Коментар върху „наръчник за критическо мислене“ (2024) на Росен Люцканов

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Можем ли да се научим да мислим правилно? Коментар върху „наръчник за критическо мислене“ (2024) на Росен Люцканов

Author(s): Madelaine Angelova-Elchinova / Language(s): Bulgarian Issue: 1/2025

The aim of this paper is to answer the question: „If to think rationally is to think right, then can we learn how to think rationally?“. I attempt to find an answer by providing a commentary on Rosen Lukyanov’s recent book – „A Handbook of Critical Thinking“ (2024). My central claim is that Lukyanov’s exposition clearly shows that thinking right is a matter of skill which can be exercised, educated, and expertized (EEE) and that it is subjected to rigorous logical rules, epistemic norms and pragmatic norms. In my analysis, I will presume that Lukyanov’s understanding of critical thinking allows us to use the conceptual apparatus of social epistemology and to examine critical thinking as closely related to peer disagreement. At the end of my paper, I propose some critical comments on the examined concept of critical thinking that concern the role of perceptual knowledge, the right order of reasons in an argument, and the wisdom of crowds.

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