PERCEPTIONS AND RESEARCH ON EDUCATION INEQUALITIES: FROM ANCIENT PHILOSOPHICAL THOUGHT TO THE CONTEMPORARY SOCIOLOGICAL APPROACHES

Author(s): Dimitris Kiritsis,Elias Vavouras / Language(s): English Issue: 1/2021

Equality of opportunity presupposes that no personal characteristic should constitute an obstacle to achieving certain goals. Specifically in the field of education, the ideology of equalizing social opportunities and thus safeguarding a successful outcome to all young people regardless of their social class, gender, religion, ethnicity background or physical and mental disabilities stems from the theories of ancient Greek philosophers. However, this ideology has been mainly elaborated during the second half of the 20th century through the systematic research work undertaken within the academic disciplines of Education, Sociology and Political Sciences. This paper presents the first theoretical approaches to educational inequalities and the most important relevant contemporary research, which led to the formulation of the mainstream view concerning the role of school as a mechanism for safeguarding social justice.

Theology of Education and Philosophy of Education in Dialogue

Author(s): Zuzana Svobodová / Language(s): English Issue: 1/2022

The Philosophical Foundations of Pedagogy of Informal Education

Author(s): Tanya Zhelyazkova-Teya / Language(s): English Issue: 4/2022

The article presents the philosophical foundations of the Pedagogy of Informal Education, created by the author in 2020 as a new self-contained branch of pedagogy. The retrospective philosophical-pedagogical overview of the development of informal education from antiquity to the present day includes 40 authors from 16 chronological stages. As criteria for the selection of ideas and their authors, own definitions of self-development and the components of the educational triad of formal, non-formal and informal education are used. The presented philosophical and pedagogical ideas unequivocally show that historically the first type of pedagogy known to mankind is the Pedagogy of informal education as a means of influencing people of different ages in order to survive, preserve the basic values of the era and transfer the accumulated life experience. It also illustrates the possibility of each person taking on the role of an informal educator under different circumstances.

Whence Does Good Come? Notes on Plato’s Moral Psychology

Author(s): Gianluigi SEGALERBA / Language(s): English Issue: 4/2023

In my study, I investigate some questions related to Plato’s discussion of the origins of Evil in the individual’s soul and of the possible solutions to the presence of Evil in it. The lack of the correct equilibrium between the parts of the soul exposes the individual to the moral degeneration; conversely, exclusively the correct equilibrium between the parts of the soul leads the individual to the correct composition between the parts of the soul. In particular, exclusively the development of the rational part of the soul, and its consequent leadership over the other parts, brings the indivi-dual to the right formation of the soul. The development of the rational part of the soul will not come about by itself: it needs an appropriate education, which can be reached only after a long and difficult process. The development of the rational part of the soul can be reached only through the disciplines preparing the philosophical education and through the philosophical education itself. The development of the rational part of the soul brings the individual nearer to the dimension of Being, thus opening for the individual a new dimension of experience, of knowledge and of life. At the same time, the philosophical education diminishes the attention of the individual’s soul for the dimension of Becoming. The cultivation and strengthening of the rational part bring about a progressive diminution of the force of the other parts of the soul, in particular, of the appetitive part of the soul. I concentrate my analysis on passages of Plato’s Republic.

THE EVOLUTION OF THE CONCEPT OF "FREE TIME" OVER TIME

Author(s): Denisa Elena PETREHUŞ / Language(s): Romanian Issue: 32/2023

The great socio-economic, scientific-technical and cultural transformations have attracted after them, in the field of social sciences and philosophy, numerous discussions and disputes. A provilegiated area of conflicting debates and discussions is "free time". Counter-narrative opinions on the significance of this notion are constantly encountered throughout history, from antiquity to the present day.

HERMENEUTIC VALUES OF GENIUS IN MODERN PHILOSOPHY. IMMANUEL KANT AND ARTHUR SCHOPENHAUER

Author(s): Bogdan Guguianu / Language(s): Romanian Issue: 32/2023

The present study aims at capturing the hermeneutic values that the concept of genius has acquired in the modern period exclusively by referring to the meanings this term had in ancient culture and civilization. The study is structured into three main sections except for the introduction and conclusions. The first will present the meanings that this concept had in the ancient period, evoking also the etymology of the word. The second is devoted to the evaluation of Immanuel Kant’s hermeneutical views of genius while the third provides an evaluation of Arthur Schopenhauer’s views on the topic. In this way, it will be possible to pinpoint the elements of influence and the cultural heritage represented by genius in relation to modern philosophy.

ETHICS OF ROUSSEAU’S PHILOSOPHY OF EDUCATION

Author(s): Philip Osarobu Isanbor / Language(s): English Issue: 2/2023

Jean Jacque Rousseau’s conception of early childhood education indispensably, inevitably and reasonably indicates the values of child freedom in learning, and proposes the needs of respecting the freedom of the child in attempt to be formed and developed along his or her interests in contributing the development of the society he or she belongs. Outside this moral consciousness, the philosophy of Rousseau’s early childhood education calls to question the roles of the human persons in the development contents of the society in relation of curriculum contents of child mental formation, and this, Rousseau examines the directedness of early childhood education with three main concerns as principles: the Principle of Negative Education; Methods of Teaching; and the Aims of Education. Such ethical conception of child development projects that child has the right and freedom to be formed along what he or she likes being dependent on the dictates of natural law and principles, not what the society wants the child to be or study by the curriculum that is rudimentary to societal values, away from the personal values and capacities. Adopting evaluative mode of analysis therefore, the essay concludes that the ethical imports of Rousseau’s early childhood education as a basis of contemporary educational philosophy in promoting child-centred curriculum and learning, where personal potentialities and creativities of learners can be fully harnessed along the respect of natural law and freedom. With this, there are bound to be an healthy and vibrant society where integral freedom with real sense of responsibility is allow to be exercised from early stage of human development through education.

Философията в интелектуалното поле на университета. Уводни думи

Author(s): Not Specified Author / Language(s): Bulgarian Issue: 2/2023

Karl R. Popper i Ludwig Wittgenstein jako nauczyciele - Dwie biografie, dwie koncepcje filozofii edukacji

Author(s): Jarema Drozdowicz / Language(s): Polish Issue: 1/2021

Niniejszy artykuł poświęcony jest mniej znanym faktom z życia dwóch najsłynniejszych filozofów dwudziestowiecznych: Karlowi R. Popperowi i Ludwigowi Wittgensteinowi. Tekst ten dokonuje rekonstrukcji ich praktyki jako nauczycieli i umieszcza ten fakt w kontekście modelu filozofii edukacji przez nich prezentowanych w wybranych dziełach. Doświadczenie nauczycielskie cechuje w obu omawianych przypadkach wiele różnic pod wieloma względami, a różnice te służyć mogą prezentacji ich dzieł koncepcyjnych oraz tego, jak koncepcje te stosowali oni w praktyce. Artykuł ten przywołuje również kontekst reformy szkolnej wprowadzonej w Austrii w latach dwudziestych XX w. i odsłania w jakim stopniu wpłynęła ona na ich koncepcje edukacji i praktyczne jej zastosowanie w szkołach, w których pracowali.

W służbie Dobra i Prawdy - Ks. Andrzej Maryniarczyk sdb, przedstawiciel lubelskiej szkoły filozoficznej

Author(s): Justyna Horbowska / Language(s): Polish Issue: 1/2022

Ks. prof. dr hab. Andrzej Maryniarczyk SDB, który zmarł pod koniec 2020 roku był najszerzej znany jako metafizyk realistyczny i antropolog - przedstawiciel lubelskiej szkoły filozoficznej. Poświęcał również wiele uwagi szeroko rozumianej działalności edukacyjnej, a także różnym formom upowszechniania dzieł z obszaru filozofii realizując jednocześnie powołanie zakonne w Towarzystwie św. Franciszka Salezego. W niniejszej publikacji została podjęta próba ukazania działalności ks. Andrzeja Maryniarczyka SDB w głównych obszarach jego aktywności i w kontekście uzyskanych przez niego efektów. Uzasadnienie podjęcia tej tematyki stanowi brak jej wyczerpującego opracowania podczas, gdy dzieło życia ks. Andrzeja Maryniarczyka SDB wydaje się zasługiwać na upowszechnianie ze względu tak na jego samego jako na wzór osobowy, jak i na treści zawarte w dziełach, które pozostawił. W opracowaniu posłużyłam się metodą analizy tekstu oraz metodą historyzmu.

The Philosophical and Pedagogical Heritage of Yakiv Mamontov: The Concept of Pedagogical Creativity

Author(s): Svitlana Loboda,Małgorzata Kosiorek / Language(s): English Issue: 1/2023

The article considers Mamontov’s philosophical and pedagogical heritage through the prism of modern approaches to the development of pedagogical creativity. The aim is a deeper understanding of the topic in the context of actualising the issues of organising the activities of the participants of the educational process in the frames of the creation of a new educational paradigm. The philosophical and pedagogical heritage of the teacher has been singled out as an important component of their integral system of views on the meaning of pedagogical creativity and the system of education and upbringing of children and youth. Materials: monographs, educational publications, scientific articles, reviews, are presented and analysed in the article – altogether, 21 works can be attributed to the little-known or unpublished pages of the creative heritage of Mamontov. All these works were considered de visu.A historiographical analysis of the latest works of researchers who studied the pedagogical work of the teacher was carried out and, on this basis, the special contribution of Mamontov to the progress of pedagogical science was revealed. It was concluded that the current creation of a new pedagogical paradigm contributes to a wider acquaintance with the creative work of the teacher and makes prerequisites for considering the concept of pedagogical creativity as a basic component of the advancement of modern education. Through historical-pedagogical knowledge and rethinking, sufficient ideas, forms and methods of organising the educational process are introduced, which contribute to the establishment of the view of Mamontov as a philosopher-thinker, humanist and reformer of pedagogy.

EDUCAȚIE PENTRU PLURALISM: CUM RECONCILIEM VALORILE RELIGIOASE ÎNTR-O LUME MARCATĂ DE INDIVIDUALISM ȘI EXTREMISM?

Author(s): Bogdan-Paul Ivanov / Language(s): Romanian Issue: 2/2024

Globalization, with its inflation of values and pseudo-values or with the various cultural patterns that are strongly promoted, creates an imbalance in the education system. How does a student or pupil resonate with what they learn in school, especially when they are involuntarily subjected to a different kind of education received through media consumption and through exposure to social media, which provides strong models and powerful messages that often obstruct the natural and structured course of education? The blending of values into an amorphous whole neither helps mitigate excesses nor assists in building the identities of each subject of education. When we speak of globalization, we refer not only to the wide circulation of people and goods, but also to the globalization of evils, pseudo-values, violence, religious or political extremism, and misinformation. All these realities, acutely perceived today, compel us to find quick and correct solutions, not merely situational compromises. Are religious values still relevant today in the context of a global world? The answer may lie in the fact that education, globalization, and religious values are three dimensions that deeply interact in contemporary societies, influencing each other in complex ways. Despite the crises that humanity has faced in the last two decades, there remains a consensus on the primacy that any developed society must give to education as an essential shaping factor that can correct certain deviations or create a framework in which diverse values and opinions can coexist peacefully and be properly embraced without any excess.

PARADOXURI ŞI IPOTEZE ALE COMUNICĂRII ÎN CONTEXTUL PLURALISMULUI RELIGIOS ȘI IMPACTUL ACESTORA ASUPRA SOCIETĂȚII

Author(s): Samuiel Bâlc / Language(s): Romanian Issue: 3/2024

Religious pluralism, defined as the peaceful coexistence and interaction between different religious traditions in a society, requires effective communication to promote mutual understanding, respect and social harmony. Communication plays an essential role in navigating the complexities and sensitivities involved in interfaith interactions, facilitating dialog, reducing tensions and building bridges between different communities. This article explores the paradoxes and assumptions of communication in the context of religious pluralism. In a world increasingly characterized by diverse religious beliefs and practices, effective communication is essential to promote understanding, respect and coexistence between different religious communities. The study explores the inherent contradictions and theoretical frameworks that shape inter-religious dialogue, examining how these dynamics influence social harmony and conflict resolution. At the same time, this article explores the multiple dimensions of the role of communication in the context of religious pluralism, analyzing its importance, the challenges it faces, effective strategies and its impact on society.

THE IMPORTANCE OF HUMAN RIGHTS EDUCATION IN DEVELOPING DEMOCRATIC CITIZENS

Author(s): Ion Albulescu,Ciprian Simuţ / Language(s): English Issue: 3/2024

The research examines how human rights education fosters democratic citizenship by raising awareness of rights and responsibilities, through the promoting of democratic values, and the active participation of citizens in the democratic processes. Through a theoretical framework, the essay explores how human rights education develops citizens equipped to support human rights and democratic principles. It is considered that the key elements of human rights education are inclusive curricula and participatory teaching. Several challenges to human rights education are presented, such as political resistance, cultural traditions, and limited resources. The essay proposes several solutions to the challenges, such as advocacy, policy reforms, collaboration between governments and specialized NGOs, as well as the use of digital technologies, that would aid in consolidating robust and resilient democratic societies.

KNOWLEDGE AND POWER. SCHOOLS AND CULTURAL MISSIONS FOR THE PROMOTION OF THE ITALIAN LANGUAGE IN ROMANIA

Author(s): Antonio Ricci / Language(s): English Issue: 3/2024

The spread of the Italian language in Romania has historical roots in medieval times and is part of long-standing cultural, political, and economic exchanges between the two nations. Italian played a role in shaping Romania’s cultural identity, beginning with Italian humanists who noted linguistic ties between Latin and Romanian. This connection strengthened over the centuries through diplomatic and cultural ties, including the Transylvanian School movement and the promotion of Latin heritage. In the 19th century, Italian became essential in elite Romanian education, and the interwar period saw a rise in Italian cultural institutions. Despite communist restrictions, Italian instruction persisted and gained renewed interest after the regime’s fall, reflecting Italy’s continued cultural impact and strong economic ties with Romania. Today, Italian language education remains significant for young Romanians, enriching bilateral relations in a connected Europe.

VALORILE EDUCAȚIEI ACTUALE ȘI PLURALISMUL RELIGIOS ÎN PEISAJUL INDIVIDUALISMULUI ȘI EXTREMISMULUI COTIDIAN. REVELAȚII ȘI ISTORII ALE ADVENTISMULUI DIN BUCOVINA DE NORD

Author(s): Ioan Cernușca,Ionuț Mircea Șerban Avram / Language(s): Romanian Issue: 3/2024

Adventism was an important part of the old kingdom, and its development contributed to the smooth running of society. The stories of those who marked the faith remain like living torches to illuminate the path to eternity. The testimonies of the Adventist believers from Northern Bukovina complete the historical picture of the time. The persecutions but also the period of growth and flourishing of the church show us the not easy path of those who brought the light of truth to those hard-tried areas. Although the Soviet Union was on the rise after World War II, it did not find a place in the hearts of those who belonged to a kingdom with eternal foundations. History, although often unfair, will preserve the testimonies of those who have suffered or are suffering today because of the war and their attachment to the values of the faith.

VALORILE EDUCAȚIEI ACTUALE ȘI PLURALISMUL RELIGIOS ÎN PEISAJUL INDIVIDUALISMULUI ȘI EXTREMISMULUI COTIDIAN. STUDIU DE CAZ AL ȘCOLII RUT DIN CARTIERUL BUCUREȘTEAN FERENTARI

Author(s): Mihail Ciopașiu / Language(s): Romanian Issue: 3/2024

Contemporary society is profoundly shaped by globalization, technological advancements, and cultural shifts, leading to increased individualism and social inequality. In this social context, a solution is based on the educational values that promote both intercultural dialogue and religious pluralism. This study analyses the educational model of Școala Rut, a school that has successfully promoted intercultural dialogue and religious pluralism in the context of a marginalized community from the Ferentari district in Bucharest, Romania. By examining Școala Rut’s approach, this paper explores the role of education in addressing social challenges and fostering inclusive societies. This study employs a qualitative research methodology, including interviews, observations, and document analysis, to gain a deep understanding of Școala Rut’s educational practices and their impact on students and the community.

DESPRE ÎNVĂȚĂMÂNTUL RELIGIOS DIN ROMÂNIA ȘI REGIMUL LUI JURIDIC

Author(s): Cătălina Mititelu / Language(s): Romanian Issue: 3/2024

From the brief analysis and comparative evaluation of the texts of the Romanian legislation on religious education from 1948 until now, the reader can find that the legal regime from 1948-1989 is different from the one provided by the Romanian legislation since 1990. By introducing the religion lesson as an educational object into the analytical curriculum, the religious education system in Romania - provided for by the constitutional texts, the Education Laws and the Protocols concluded between the Ministry of Education and the State Secretariat for Cults - became largely similar to those in other democratic states of the world. With the entry of Romania into the European Union, the education system - high school and university-theological - also adapted to the requirements formulated by their competent bodies, which made the rules regarding religious education provided by domestic law to state in their content the basic principles enunciated by international law.

ANDRAGOGY: CONSTITUTION AND DEVELOPMENT OF SCIENTIFIC FUNDAMENTALS

Author(s): Vladimir Guțu / Language(s): English Issue: 5/2022

This article attempts to develop the theoretical foundations of adult pedagogy - andragogy. The emphasis is made on characterizing adult learning as the object of andragogy and defining andragogy as an educational science and practice. The functions, principles and legitimacy of adult pedagogy are described in detail. The epistemological aspects, the forms and the types of learning and education of adults are substantiated. The connection, link of andragogy with other sciences: philosophy, psychology, biology, anthropology, general pedagogy is widely presented. The data of express study confirm the topicality of problem of the adult pedagogy development and, first of all, of the theoretical and methodological foundations. The conceptual approaches presented in the article will essentially contribute to the development of andragogy as a pedagogical science, but also to the practice of adult learning and education.

Философская компонента университетского образования (10-е – середина 20-х годов XXI века)

Author(s): M. D. Shchelkunov / Language(s): Russian Issue: 4/2024

This article explores the state and progress of philosophical education at Kazan Federal University over the last 15 years. In a brief historical overview, the distinct features of the philosophical curriculum at Kazan University during the pre-revolutionary, Soviet, and post-Soviet periods are identified. The modernization of the university-wide philosophy course for bachelor’s students in the 2020s, focusing on the competency-based approach, is traced. The role of university philosophers in designing and delivering the course “Foundations of the Russian Statehood” is emphasized. The evolution of professional education in the fields of philosophy and religious studies, along with theology related to them, is analyzed. In conclusion, the main challenges faced by the philosophical community in maintaining the relevance of social and humanitarian training for students, as well as in restoring and strengthening the spiritual and moral foundations of university-level philosophy in Russia, are discussed.