The Philosophical Vision of Legal Punishment

Author(s): Virginia Zaharia,Veronica Pozneacova / Language(s): English Publication Year: 0

The concept of punishment represents one of the most difficult legal issues that are related to the concept of human freedom and responsibility. Since Antiquity, the brilliant minds of humanity contemplated about the sense of punishment and the function of this institution. Each epoch analyses this concept from different aspects and some of them are reflected in the actual legislation. The most important principles of contemporary criminal law were expounded by the Ancient, Modern and Contemporary philosophers. The field of research of this article is the philosophy of punishment of criminal law. In this study, we have applied the method of historical research of the proposed topic, which gives us the opportunity to analyze the development of criminal punishment and its goals from a historical perspective. In this paper, we aimed to determine the philosophical base of the legal punishment that legitimizes the application of sanctions to the person who committed the crime. We established the importance of the theories developed by brilliant thinkers for the contemporary concept of penal retribution and legal regulation of this institution. This theme generates several discussions that are formed in the process of comparison and debating of the ideas of influential philosophers regarding the purpose of criminal punishment. Therefore, we consider that the analysis of the theories of great thinkers gives us the possibility to understand the complexity of the phenomenon of criminal punishment, and leads to the more effective application of state constraint towards the offender.

Kriza etički neutralne znanosti

Author(s): Mile Babić / Language(s): Bosnian,Croatian,Serbian Publication Year: 0

Današnja kriza morala u znanstveno-tehničkoj civilizaciji vodi nas u zajedničku propast, jer je suvremena znanost (koja je slobodna od morala) nerazdvojivo povezana s tehnikom, pa se može nazivati tehnoznanost. Kao takva ona ima danas monopol na znanje o svijetu te zbog toga posjeduje najveću moć u dosadašnjoj povijesti i u tijesnoj je sprezi s nosiocima moći: s ekonomijom, politikom, medicinom, medijima, državama i međunarodnim kompanijama. Imati najveću zamislivu moć (koja, po Kantu, kvari slobodu umnoga rasuđivanja), a pritom biti slobodan od morala koji ograničuje tu moć, znači pretvoriti svijet u svijet najmodernijeg barbarstva i nasilja, uništenja i samouništenja. Samo moralno odgovorna znanost sposobna je za budućnost i ona je pretpostavka civilizacije sposobne za budućnost. Samo odgovorna znanost može spriječiti pretvaranje znanosti u sveobuhvatnu dogmu. Stoga znanost mora biti slobodna od svake ideologije koja prikazuje stvarnost crno-bijelom tehnikom te tako proizvodi taštinu, mržnju i nasilje. Globalna znanost zahtijeva globalni etos (globalnu odgovornost). Znanosti je stalo do istine koja nas oslobađa od laži i povezuje nas u jednu zajednicu. Temeljni etički imperativ primum non nocere (‘najprije ne škoditi životu’) vrijedi svuda i zauvijek. Etički odgovorna znanost zahtijeva promjenu svijesti pojedinca i ponovno otkrivanje ideje bratstva. Nijedno ljudsko djelovanje postojeću stvarnost ne smije razarati i uništavati, nego je mora usavršavati.

The Crisis of Ethically Neutral Science

Author(s): Mile Babić / Language(s): English Publication Year: 0

Current crisis of morality in scientific and technical civilization leads us to a common ruin because modern science (which is free of morality) is inextricably linked to technology, and can therefore be called technoscience. As such, today it has a monopoly on knowledge of the world and therefore has the greatest power in history and is in tight collusion with the holders of power: the economy, politics, medicine, media, countries and multinational corporations. To have the greatest imaginable power (which, according to Kant, corrupts the freedom of mental reasoning), while being free from the morals that limit that power, means to turn the world into a world of the most modern barbarism and violence, destruction and self-destruction. Only morally responsible science is capable for future and it is the premise of a civilization capable of the future. Only responsible science can prevent science from turning into a comprehensive dogma. Therefore, science must be free from any ideology that depicts reality in black and white and thus produces vanity, hatred and violence. Global science requires a global ethos (global responsibility). Science cares about the truth that liberates us from lies and connects us into a single community. The fundamental ethical imperative primum non nocere (“first, do no harm”) is valid everywhere and forever. Ethically responsible science requires a change in the consciousness of the individual and a rediscovery of the idea of brotherhood. No human action should undermine and destroy existing reality, but rather improve it.

A BIBLICAL APPROACH TO STUDENT EVALUATION

Author(s): Andrian Aleksandrov / Language(s): English Publication Year: 0

The study sets out to analyse some evangelical examples that can be used as a methodological framework for developing a Christian approach to school evaluation. To this end, it considers a number of parables from the Gospels in which the Christian evaluative model is revealed.

LITERATURA

Author(s): Author Not Specified / Language(s): Czech Publication Year: 0

Trnavská univerzita v dejinách slovenského filozofického myslenia

Author(s): Zuzana Palovičová / Language(s): Slovak Publication Year: 0

The University of Trnava was founded in 1635. The foundation of the university represented an important milestone not only in the history of the town of Trnava, but also promoted the development of education in Austria-Hungary. The town of Trnava gained European repute as the University of Trnava became a centre for science, education and culture. This article evaluates the scientific contributions of the University of Trnava in the 17th and 18th century with the focus on the field of philosophy. We analyse the Aristotelism in the neo-scholastic system and the influence of Cartesianism on the development of philosophy in Slovakia. The article also addresses the contribution of the University of Trnava to philosophy after the reform of Maria Theresa.

NON SCHOLAE, SED VITAE DISCIMUS - PROČ NE? ET SCHOLAE ET VITAE DISCIMUS

Author(s): Ludwig Haag / Language(s): Czech Publication Year: 0

Jakmile řečník vysloví citát „Neučíme se pro školu, ale pro život“, je rychle zřejmé, jak vzdělaný posluchač znervózní a dává najevo, že řečník by měl zmínit, že Seneca tento citát původně formuloval opačně. Samotnou Senekovu verzi však dnes nikdo nepoužívá, záměna se stala všeobecně známou věcí. Co vlastně říká tento citát? Zaměřme se na „školu“ a na „učení“.

TEDY HEZKY TISKNĚTE ANEB DÁT SLOVO DĚTEM. K PROBLÉMU RECEPCE FREINETOVY PEDAGOGIKY

Author(s): Hans-Ulrich Grunder / Language(s): Czech Publication Year: 0

Když školy v Německu a Švýcarsku „objevily“ na počátku šedesátých let 20. století Célestina Freineta, vztahovala se praktická i akademická pedagogika do značné míry k „freinetovským technikám“. Byly prověřovány možnosti implementace jeho myšlenek do škol a jejich propojování s pedagogickým diskursem. Některým autorům se sice podařilo jméno tohoto jihofrancouzského učitele psát správně, nedařilo se však vystihnout jazykové zvláštnosti Freinetovy dikce („Orli nelezou po schodech“). Tato neschopnost dodnes omezuje porozumění pedagogickým konceptům Elise a Célestina Freinetových – soudě také dle několika překladů jejich textů do němčiny.

Kazuistiky v transdidaktickém přístupu

Author(s): Tomáš Janík,Petr Najvar,Jan Slavík,Klára Uličná / Language(s): Czech Publication Year: 0

V úvodní kapitole knihy o didaktických kazuistikách nelze pominout, že užití případových studií k hlubšímu odbornému poučení a ke zkoumání praxe v oboru má dávnou a bohatou tradici například v oblasti trestního či občanského práva, psychoterapie nebo lékařství. Je příznačné pro „klinické“ disciplíny, chápeme-li pod tímto označením obory, jejichž teoretické zázemí ztrácí bez profesní praxe valnou část svého smyslu a v nichž zvlášť záleží na tom, aby teorie byla pro praxi účinnou oporou. V tomto širokém pojetí jsou příznačně klinickými vědními obory též pedagogika a didaktika.

Investigating Epistemological and Ontological Stance of an Educational Research Study

Author(s): Meltem Baysal Çalışkan / Language(s): English Publication Year: 0

Educational research is a systematic inquiry directed at unraveling educational problems, generating new and distinct implications for educational knowledge, and improving the teaching and learning process in different contexts and settings. While researchers conduct thorough inquiries in education, they have a socio-political agenda including their perspectives for knowledge, reality, and worldview within the aim of rectifying, contributing, or reforming the education system. At this point, researchers adopt paradigmatic stances, ontologically and epistemologically, which are decisive in their methodological assumptions. Consistently, the ontological, epistemological assumptions are the backbones of a research design with some other underpinnings such as axiology and voice.

Buddha's Pedagogy: Reviving the Timeless Wisdom

Author(s): Pramila Bakhati / Language(s): English Publication Year: 0

Buddhism is typically understood and interpreted as a life philosophy, a religion, a discipline, and a teaching-learning process. Buddha's primary objective in his investigation was to alleviate human suffering by identifying its root cause and revealing the truth about the world. Consequently, the Buddha discovered the 'Four Noble Truths', his first teaching after attaining enlightenment in the sixth century BCE. In the 'Four Noble Truths', the word 'truth' refers to the investigation of reality (Yun 2014). Buddha's teachings emphasized the importance of non-discrimination against individuals based on their caste, religion, gender, or any other form of identity and would not harm any species (Finn 2013; Wei 2003). Buddha devoted 45 years to imparting the Dhamma for this reason. Therefore, he embraced the principle of inclusiveness, welcoming all who desired to learn and comprehend the Dhamma (Liu & Tee 2014). As a result, he taught the path to enlightenment to achieve happiness. Buddha utilized various teaching methods and approaches: interactive and inquiry-based, question-and-answer sessions, illustrations, narrative, analytical and experimental approaches, mindfulness and critical thinking, examples to clarify concepts, ethical and character education during his lifetime. These techniques are still highly pertinent and applicable in contemporary classrooms. This paper examines the purpose of imparting the Dhamma, Buddha's pedagogy, and its application in the present context.