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.

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.

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.

EL PERDÓN Y LA MISERICORDIA COMO CONDICIONES DE POSIBILIDAD DE LA PAZ DESDE DIFERENTES ENSEÑANZAS. PROPUESTA DE INTERVENCIÓN EDUCATIVA EN LA ASIGNATURA DE RESPONSABILIDAD SOCIAL

Author(s): Cristina Ruiz-Alberdi,Jesús Alcalá Recuero / Language(s): Spanish Issue: 43/2019

Pope Francis, over the years has traveled, especially, seeking reconciliation among peoples and raising the voice for the most disadvantaged and excluded. The Pope's message is one of forgiveness, reconciliation and compassion, because the Mercy of God is the hope of the world and will always be greater than our sins. Before the urgent call of Pope Francis to mercy and forgiveness we must think of young people as the witnesses of future generations who are the hope of the world. Education, according to Francisco, must be a generator of hope and considers that the role of an educator is that of a mother and a father who transmit a life full of future; hence the need for the inclusion of knowledge of the path of forgiveness towards peace in the educational task. The objective of this work is to transmit the teachings of the Pope to young people, through an educational intervention. To expand the search we have used two explanatory models of forgiveness, one exclusively focused on the teachings of Pope Francis, another, with a non-denominational nuance addressed to all people, regardless of their religious beliefs and ideas, based on the work of Gianfranco Testa, founder of the University of Perdón of Turin; In this model, Francisco's teachings have been treated as those of one more author along with other experts in the subject. The intervention was developed within the subject of Social Responsibility, second year of the degrees of Early Childhood Education, Primary Education and Physiotherapy of the Francisco de Vitoria University of Madrid (Spain). As a resource has been used to view different scenes of films in which characters and scenes are presented full of emotion and meaning in relation to the concepts developed.

English as a Medium of Instruction in Ukrainian Higher Educational Practices: Challenges and Suggestions

Author(s): Vadym Tytarenko / Language(s): English Issue: 16/2021

This paper aims to analyze the current situation with EMI (English as a medium of instruction) teaching in Ukrainian universities. The author outlines the main challenges that teachers and students face and provides certain suggestions on how to address the existing challenges, preserve and improve the efficiency of EMI teaching in Ukraine. In the course of the research, the author relies on his own EMI teaching experience and describes and generalises the experience and solutions offered by the colleagues. The author claims that EMI teaching nowadays has become one of the key elements of the strategy for the internationalization of higher education in Ukraine. More and more Ukrainian universities offer EMI bachelor and master programs which are very popular among international students from various countries. However, effective and rapid switch to EMI teaching turns out to be problematic for most of the universities because they are lacking in teachers with sufficient English proficiency and academic mobility experience. To improve the quality of EMI teaching in the nearest future mentioned two features have to be prioritised and supported by the respective higher education institutions. The author also claims that another important factor that significantly influences the efficiency of EMI teaching is the low English proficiency of the international students. Most of the international students have CEFR level B1, which is consistent with the current enrollment requirements of most universities but turns out to be insufficient for the comprehension of most study materials. The author suggests that changing enrollment requirements to CEFR B2 and adding international language certification to it could help to avoid numerous challenges and complications. As the practical suggestion for teaching philosophical subjects in English, the author, generalizing his own EMI teaching experience, describes the possible strategy of curriculum development and provides some recommendations on topic choice and strategies for teaching philosophical courses in English.

EQUAL (EDUCATIONAL) OPPORTUNITIES AND SOCIAL INEQUALITY

Author(s): Mitja Sardoč / Language(s): English Issue: 1/2016

In a plurally diverse polity, equal educational opportunities are traditionally associated with different ideals, which are – more or less – unquestioned, i.e. [i] that all individuals have an equal access to appropriate education or qualifications, [ii] that the morally arbitrary factors such as gender, race, religion, ethnicity, socio-economic status etc. do not affect the process in which individuals compete for selective social positions, and [iii] that a certain position is assigned to the best candidate...

EXISTENZERHELLUNG UND SOKRATISCHE ERZIEHUNG. PHILOSOPHISCHE BILDUNG AN DER UNIVERSITÄT BEI KARL JASPERS

Author(s): Péter Sárkány / Language(s): German Issue: 2/2021

The existential enlightenment, which by and large remains untouched in the context of the later reason- and world-philosophical themes of Jaspers’ work, is one of the most important concepts in his philosophy. In my essay, I would like to show the methodological yield of the existential enlightenment for university education and training.

EXPÉRIMENTER LA PENSÉE EN SCHÉMAS-IMAGES. DES ADOLESCENTS S’INTERROGENT « D’OÙ VIENNENT LES PENSÉES ? »

Author(s): Anda Fournel,Jean-Pascal Simon / Language(s): French Issue: 2 Suppl./2021

Experimenting Thinking in Image Schemas. Teenagers are Wondering “Where Do Thoughts Come From?”. An intellectual view of philosophy as an activity focusing on understanding abstract concepts and their relationships deprives philosophical exercise of the participation of the body and senses. If we reject the mind-body dualism, as Dewey, Johnson, etc. did, then we are constantly engaged in interactions with the world and others, and can thus consider the act of thinking from our own experiences. Inspired by an experimentalist conception of school and life, as well as the method of inquiry developed by Dewey, the Philosophy for Children program provides an inquiry process that invites participants to conceptualize and reason philosophically in a collaborative manner. Do these practices implement an embodied cognition? To find out, we selected a discussion as a case study and analyzed it based on the observation that the issue to be discussed by the participants - “where do thoughts come from?” contains two image schemas: path (come from) and source (where). We have noted a variety and a significant number of expressions (“they come from within”, “they come from what happens outside”, etc.) whose analysis enhances a better understanding of how an experience of understanding the origins of our thoughts fits into the discourse and contributes to a collective conceptualization of “thinking”.