 Subjects -> PHILOSOPHY (Total: 762 journals)
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- Introduction to the Issue
Authors: Ondrej Marchevsky
Abstract: -
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Jaspers’s Struggle for the Idea of the University
Authors: Ales Prazny
Abstract: Celem prezentowanego tu studium jest pokazanie, że Jaspersowska koncepcja uniwersytetu ma na celu obronę filozoficznego życia uniwersytetu przed jego redukcją do koncepcji czysto utylitarnej. Jaspers kontynuuje oświeceniową rolę filozofii w ramach edukacji uniwersyteckiej i rozwija ją w warunkach mrocznego XX wieku. Postrzega życie filozoficzne jako warunek zachowania uniwersytetu jako miejsca ścisłej więzi między nauką a ludzkością, która okazała się bardzo potrzebna w czasach wzrostu nazizmu w Niemczech. Studium pokazuje kluczowe znaczenie filozofii, nauki i edukacji w myśli Jaspersa dla zachowania wolnego uniwersytetu. Studium to ukazuje, w kontekście historycznym, odbudowę uniwersytetu w warunkach demokratycznych po zakończeniu ery nazistowskiej.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Teacher as Philosopher' Patočka's Philosophical View on
Education
Authors: Róbert Stojka
Abstract: Jan Patočka was one of the first philosophers in Czechoslovakia who, in addition to other areas of philosophy, also dealt with the philosophy of education. These ideas of his, concerned with the philosophical view of education, are still relevant today. The starting point of this study is, above all, Patočka's basic thesis, which states that a teacher who forms his/her pupils in a fundamental way must him/herself have a certain attitude towards the world and his/her life clarified, which means creating his/her own life schedule that gives his/her life meaning. For Patočka, this meaning is the result of a daily struggle to continually acquire it. It is the formation of this world view, which the teacher then transmits to his/her pupils, that is, according to Patočka, the purpose of education as such. It thus prepares the teacher for the responsible exercise of his/her profession so that he/she can perform it adequately as a humanly valuable personality. This is a crucial moment in which philosophy can go beyond a purely theoretical approach to the world towards a practical application in the educational process.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Certain Aspects of the Limits of Socratic Dialogue in Moral Education
Authors: Zuzana Zelinová; Michal Bizoň
Abstract: The main aim of our paper is to identify the potential limits of Socratic dialogue in moral education. These limits will be identified using a) the original ancient writings preserving several versions of Socrates’ dialogue, and b) modern writing on the Socrates’ dialogue in moral education. We will determine whether these limits are to be found in the writing of Plato or Xenophon, or rather in the problems and paradoxes of this type of education. We assume that a historical exploration of the original Socratic philosophy will help us to more easily identify the limits and problems in moral education. However, our intention is not to reject the Socratic dialogue as such, but merely to point out some of the potentially controversial aspects of its use in moral education.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Philosophy and Creativity with Children: Lipman, Vygotsky, Rodari
Authors: Lenka Naldoniová
Abstract: The article is focused on the topic of how to practice philosophy and support creativity in kindergartens and elementary schools with the help of fairy tales, in particular with the help of the story of Pinocchio. Emphasis is placed on Lipman's activity of philosophy for children, which he tried to connect with Vygotsky's theories. The aim of the article is to show the importance of developing critical thinking in the form of dialogue in connection with creative thinking, which Gianni Rodari focused on. Rodari was based on Vygotsky's theory of imagination as a process of the human mind, which is a characteristic of all human beings.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Selected Problems of Assessment in Teaching Philosophy
Authors: Marián Ambrozy
Abstract: The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Affective Goals in Teaching Philosophy in Higher Secondary Education:
Reality, Criticism, Perspectives
Authors: Lukáš Arthur Švihura
Abstract: The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the pragmatism of Richard Rorty and Richard Shusterman.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
- Is It Possible Not to Teach Philosophy' A Pocket Roadmap through Theories
of History and History Education
Authors: David Černín
Abstract: Knowledge of philosophy is commonly imparted in various philosophy courses, and the teaching process may take multiple forms, ranging from a historical overview to interdisciplinary approaches. However, the theoreticians of education across different subjects and disciplines often turn to philosophy, and they adopt some philosophical assumptions about their field to set up warranted goals and methods of teaching, delineate subject matter, and identify skills they hope to impart. Due to this process involving lengthy theoretical discussions and intellectual exchanges, teachers pass on specific philosophical attitudes even if they are not explicitly teaching philosophy. This paper examines an intersection between history education and philosophy in particular. The focus is on philosophical theories of history that history educators directly address. The paper navigates a specific roadmap portraying the development of the philosophical approaches to the knowledge of the past, discusses diverging traditions, and shows their potential contribution to reaching educational goals.
PubDate: Wed, 01 Nov 2023 00:00:00 +010
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