U radu se raspravljaju eksplicitne i anticipativne kritike ranog kapitalizma i neoliberalizma , s naglaskom na Deweyevoj kritici koja je aktualna i danas. Naglašava se Deweyev poziv za metodu inteligencije koja bi, kao znanstvena metoda, svim vidovima društva donijela odgovarajuće pravne, institucionalne i civilizacijske promjene. One bi kontinuirano doprinosile razvoju slobode i napretku preko kontrole slobodnog tržišta. Zapaža se da, prema Deweyu, integralni pojam odgoja zauzima posebno mjesto u njegovom naučavanju. Osim usvajanja znanja, odgovarajući odgoj se tiče razvitka slobodne, (...) slobodoumne i liberalne osobnosti, koja se ne dostiže kroz neki određeni moralni odgoj, a posebno ne kroz religiju. Konačno, važno je zadržati one postupke iz prošlosti koji su bili konstruktivni – posebno se to tiče razdoblja socijalizma. (shrink)

Nowadays, the ethics education, as a type of philosophical education, is becoming increasingly important. Philosophical education concerns itself with the development of spirit, and with both the development of self-awareness and the awareness of our duties. Ethical insights and feelings are basis for human moral and intellectual growth. Young person becomes a part of the reality of the world through her encounter with ethical issues and contents. Ethics helps in gaining knowledge on the continuity of the concept of person, as (...) well as awareness of its progressive nature. Ethics also aids in realization that person is a part of a particular community but that s/he also participates in human community in general. Ethics education is interested in questions like: how a man becomes an ethical personality, an individual with the freedom of thinking, judging, and acting morally; what is the content of the moral development and what are the stages of that complex process of self-growth from the unreflected being towards the being who consciously deals with ethics values and moral principles. The aim of ethics education is not only the creation of a moral person who merely acts on moral principles, but who is also an ethical subject, i.e. who thinks and acts freely and responsibly, builds and develops moral and creates new moral norms. Thus it is necessary to introduce ethics education in the curricula on all levels of education. (shrink)

Hrvatsko filozofsko društvo jedan dio svojih aktivnosti usmjeruje prema filozofiji odgoja i problemima nastave. Najbolji primjer za to jest časopis Metodički ogledi, koji je specijaliziran za filozofiju odgoja. Njegov dijapazon obuhvaća i nastavu filozofije, logike i etike, ali i nastavu drugih predmeta, kako u osnovnom i srednjem školstvu tako i na sveučilištima. Časopisi Filozofska istraživanja i Synthesis philosophica redovito objavljuju radove iz odgojno-obrazovnog područja. Neko je vrijeme u izdanju HFD-a izlazio i časopis Logika, koji se bavio pitanjima nastave logike. U (...) biblioteci »Filozofska istraživanja« izdane su četiri knjige tematski vezane za filozofiju odgoja i nastavu filozofije. HFD je i organizator dva velika znanstvena skupa o toj problematici: Filozofija i obrazovanje i Filozofija i odgoj u suvremenom društvu . Potonji je skup rezultirao zbornikom Filozofija i odgoj u suvremenom društvu, ur. Milan Polić .Posebnu pozornost društvo posvećuje nastavi filozofske grupe predmeta. Osim što su članovi društva sudjelovali u izradi programa gore navedenih predmeta, HFD je suorganizator Natjecanja iz filozofije i logike. Inicijativa o priključenju naših učenika u Međunarodnu filozofsku olimpijadu upravo je krenula od Hrvatskog filozofskog društva.The Croatian Philosophical Society directs a part of its activities toward the philosophy of education and the problems of teaching. The instance best illustrating this is journal Metodički ogledi, specialized in the philosophy of education. Its range encompasses the teaching of not only philosophy, logic and ethics, but also other subjects, at primary, secondary or higher education levels. Journals Filozofska istraživanja and Synthesis philosophica publish papers from the field of education on a regular basis. Croatian Philosophical Society used to publish for a while journal named Logika, which dealt with the questions of teaching logic in schools. In the “Filozofska istraživanja” series, four books thematically related to the philosophy of education and philosophy teaching in schools have been published. The Society also organized two significant scientific conferences on the topic: Philosophy and Education and Philosophy and Education in Contemporary Society . The latter resulted in the publication of the collected papers entitled Philosophy and Education in Contemporary Society, ed. Milan Polić .Special attention within the Society is given to teaching philosophical group of subjects . In addition to the fact that society members participated in designing curricula for the aforementioned subjects, the Society is the co-organiser of the regular school competitions in philosophy and logic. Also, the initiative to include Croatian students into the International Philosophical Olympiad had its roots in the Croatian Philosophical Society. (shrink)

Budući da je, za razliku od manipulacije, moguć samo kao su-djelovanje u slobodi, odgoj se zbiva tamo i jedino se tamo može zbivati gdje se poštuje i razvija osobnost onih koji u odgoju sudjeluju, tj. koji međusobno odgojno djeluju. To upravo znači da je odgoj djelovanje utemeljeno u poštivanju drugog kao drukčijeg, samosvojnog, autonomnog, slobodnog bića. To nadalje znači da je odgoj u bîti uvijek odgoj za pluralizam vrijednosti, pretpostavki, vjerovanja, mišljenja, odnosno načine života koje ljudi (...) razvijaju kao svoje i u kojima se očituje njihova osobnost. Ali kao su-djelovanje u slobodi to poštovanje mora biti uzajamno.Odgajati dakle znači razvijati drugoga kao drukčijega, koji drži do svoje osobnosti, ali koji isto tako drži i do osobnosti drugih ljudi. I to ne samo zato što misli da pravo na vlastitu osobnost mora platiti pravom drugima da budu drukčiji, nego zato što je svijestan da je osobnost u bîti moguća tek s različitošću ljudi koji se u svojoj različitosti ipak međusobno uvažavaju i komuniciraju otvarajući kroz tu komunikaciju, baš svojom posebnošću, drugima nove mogućnosti osobnog razvoja. Drugim riječima, odgoj se zbiva tamo i tada gdje se zbiva drugi i drukčiji čovjek kojem je drugi i drukčiji čovjek najveća potreba, te sam biva čovjekom pomažući drugome da to bude.Since education, unlike manipulation, is possible only as a co-action in freedom, it occurs, andcan occur only at the point where educational co-actors’ personalities are being respected and developed. That implies that the education is an actionfounded in respecting the Other as different, autonomous and free human being. Furthermore,that figures that the education is essentially always an education for pluralism of values, presuppositions,beliefs, thoughts, ways of life that people develop as their very own and through which theymanifest their personalities. But, as the co-action in freedom, that respect has to be mutual.Therefore, educating means developing the Other as different, as one that respects his own personality,but also respects Others’ personalities. And not only because one considers that as a way ofpaying for the right to his own personality by means of Others’ rights to be different, but because ofbeing conscious that the personality is essentially possible only among different people who developmutual respect exactly through their differences. Through that kind of communication, particularlyby their singularity, they render new possibilities of personal development to Others. In other words,education takes place only there and then where other and different human beings occur, and assuch have the greatest need for different Others, being themselves the human beings by helpingOthers to be ones. (shrink)

Morální intuice hrají důležitou roli v normativních teoriích. Velmi často bývají posledním arbitrem při rozhodování o přijetí či odmítnutí teorie, obecného mravního principu nebo konkrétního přesvědčení. Co jsou morální intuice? Jak vznikají? Jakou mají povahu? A mohou skutečně hrát tu úlohu, kterou jim normativní koncepce přisuzují? Cílem přednášky je vyjádřit skepticismus v této otázce a obavy, že to, co se dozvídáme od současných empirických věd o povaze intuic a možných zkreslujících vlivech, které na ně působí, ukazuje, že není možné jejich (...) zdůvodňující úlohu akceptovat. Moral intuitions play an important role in normative theories. They frequently serve as the ultimate arbiter in deciding whether to accept or reject a theory, a general moral principle or a particular belief. What are moral intuitions? How do they arise? What is their nature? And are they capable of playing the role that normative theories ascribe to them? The objective of the lecture is to express skepticism in that question and concern that what we learn about the nature of intuition and possible influences that distort them from current empirical science shows that it is not possible to accept the justificatory role of intuitions.klíčová slova: intuice, efekt popisu, emoce, experimentální filozofie, kognitivní a afektivní systém, morální psychologie, zdůvodnění.keywords: intuition, framing effect, emotion, experimental philosophy, cognitive and affective systems, moral psychology, justification. (shrink)

Text usiluje o krátký kritický přehled některých prací sociálního psychologa Jonathana Haidta, s ohledem na to, jaké důsledky z Haidtových tvrzení vyplývají pro pojem morálky a možnosti filosofické diskuse o morálních problémech. Budu tvrdit, že jakkoli jsou Haidtova zjištění a jejich interpretace v mnohém pozoruhodná a přínosná, některé aspekty lidské morálky a morálního života zkreslují a spíše znesnadňují, než usnadňují jejich porozumění. V první části se dotknu Haidtova pojmu morální intuice a nejasností spojených s tím, jak mu rozumět. Vodítkem bude (...) způsob, jakým Haidt zavádí tento pojem a pracuje s ním ve svém příkladu sourozenců Marka a Julie. Ve druhé části naznačím, jaký dopad mají tyto nejasnosti pro Haidtovy politicko-psychologické analýzy. V poslední části poukážu na význam Haidtem přehlížené rozmanitosti filosofických teorií toho, co je to morálka. Společným jmenovatelem více mých kritických poznámek je to, že i když Haidt označuje svá zkoumání za čistě deskriptivní a pluralistická, fakticky implicitně předpokládá zhruba konsekvencialistické pojetí morálky, včetně jeho normativních aspektů. (shrink)

Predmet ovog rada je vjerojatno najutjecajnija verzija moralnog realizma, poznata kao “moralni realizam naturalizam”. Nakon što predložim formulaciju za koju smatram da najpotpunije opisuje poziciju moralnog realizma, raspravljam o tome je li moguće provesti aposteriornu identifikaciju moralnih i prirodnih svojstava. U drugom dijelu nastojim pokazati da moralni realisti naturalisti ne uspijevaju izbjeći poznatom Mackievu “argumentu iz čudnosti” . Na kraju raspravljam o tome mogu li realisti naturalisti moralnim svojstvima pripisati eksplanatornu moć.The subject of this paper is probably the (...) most influential version ofmoral realism, known as “moral realism naturalism”. After I propose what seems to be the most appropriate formulation of moral realism, I discuss whether it is possible to show that moral properties and natural properties can be identified a posteriori. In the second part I try to show that moral realists naturalists cannot refute wellknownMackie’s “argument from querness” . In the end I discuss whether moral realists naturalists can ascribe the explanatory power to moral properties. (shrink)

The transition from morality to the morals involves the dissolution of the antagonism of the moral, the overcoming of the antinomy of constant obligation. In his Wissenschaft der Logik, Hegel focuses on the logical defect of endless progress “mostly in its ap­plication to morality“ (RPh, § 268). Pure will and the moral law on the one hand, and nature and empiricality on the other “presuppose each other as fully independent and mutually indifferent“, and thus the opposition is postulated as an (...) axiom, which excludes its overcoming the antagonism. The antagonism “does not dissolve in infinite progress. It is, on the contrary, depicted as unsolved and unsolvable, and thus confirmed“. The result is “the very same antagonism that stood at the beginning“ (RPh, § 269 an.). The progress ad infinitum exhibits itself as antagonism that unjustly points to itself as a solution of what contradicts itself (WdL 5, p. 166). The real overcoming of this antinomy fails; the idea of the Judgment Day solution owes the answer and is only an expression of excessive gentleness towards the world. Antinomies and collisions in moral action in the end separate, which implies the persistence in insuperable antinomy. Another topic would be a detailed exposition of Hegel’s solution proposal. In any case, Hegel sees the naturalness of speculative thought in the necessity to think the ideality of both of the opposing sides, that is, to understand them beforehand as the moment of the concept of moral action, see them as opposing in their moving unity and think them as the transition from morality to the moral action, the morals, in which the antagonism of the moral is not abstractly lost, but elevated, guarded and overcome. (shrink)

Článek mapuje vliv Wittgensteinovy filosofie na poválečnou etiku v Británii, a to přes ústřední etické problémy morálního pravidla a jednání na základě tohoto pravidla. Důležitý zlom způsobila masívní kritika novověkého „právního“ pojetí etiky soustředěného na úzký pojem morální povinnosti, v němž je morální jednání modelováno jako vedení určitým objektivně daným zákonem, který zvnějšku donucuje vůli. Důraz na věrohodnou psychologii jednání a nedůvěra k morální nutnosti, s níž takový obrázek pracuje, vedly velkou část autorů k příklonu k antickému etickému paradigmatu. To (...) – na rozdíl od novověkého, jež se úzce zaměřuje na epizodické jednání – vychází od zkoumání dobrého života, k jehož uskutečnění je zapotřebí dobrého charakteru. Morální jednání je tak vysvětlováno na pozadí ctnostného charakteru, který tak poskytuje i příslušnou morální motivaci.Po představení určité zjednodušené představy, jak lze tuto motivaci modelovat, přejdeme ke koncepcím, které na tuto představu kriticky reagují z wittgensteinovských pozic. Ústřední terč této kritiky tvoří nedostatečné pojetí vnímání situace, které je v praktickém kontextu třeba chápat již strukturovaně jako něco, co obsahuje hodnocení a reakci. Typické pro wittgensteinovské pozice je proto popření nezávislosti motivační a kognitivní složky v analýze jednání, a tedy popření vlivné, tzv. „humovské“ teorie motivace. Představíme dvě větve této kritiky: První rozpracovává aristotelskou ctnost „rozumnost“, tedy hlavní rozumovou ctnost, druhá navazuje na platónskou tezi o jednotné ctnosti. V závěru bude naznačen způsob analýzy morálního principu v duchu této školy. (shrink)

U antropocentričkim se pristupima čovjekovim potrebama i interesima u vegetativnoj prirodi pripisuje moralna vrijednost. Imaju li i druga živa bića interese koje bi čovjek u svom ophođenju s njima trebao uzimati u obzir? To se pitanje ovdje obrađuje raspravom o interesima , intrinzičkoj vrijednosti i o »moralnim pravima« biljaka kao mogućim nositeljima njihova moralnoga statusa. Analogno osjetilnoj sposobnosti životinja, pokušava se u sposobnosti biljke da uspijeva prepoznati onu sposobnost koja bi mogla utemeljiti njezin moralni status .Mogu li se ljudi (...) u svome djelovanju naspram biljaka ponašati pogrešno ili ispravno i jesu li posljedice toga odnosa etički relevantne, ne samo naočigled ljudskih interesa i potreba nego i biljaka samih, ovisi o moralnom statusu biljaka. Njihovo se moralno zahtijevanje naspram ljudi temelji u njihovu moralnom statusu.In den anthropozentrischen Positionen treten die Bedürfnisse und Interessen des Menschen an vegetativer Natur als tragende Elemente auf, denen ein moralischer Wert zugesprochen wird. Demzufolge wird gefragt, ob auch die nichtmenschlichen Lebewesen Interesse hätten, die vom Menschen in seinem Umgang mit ihnen berücksichtigt werden sollten? Dieser Frage wird hier nachgegangen, indem die Interessen , Eigenwerte , „moralische Rechte“ der Pflanzen als mögliche Träger ihres „moralischen Status“ hinterfragt werden. Es wird versucht in der Fähigkeit der Pflanze zu gedeihen – analog zu der Empfindungsfähigkeit bei den Tieren – jene Eigenschaft zu erkennen, die den „moralischen Status“ der Pflanzen begründen könnte .Ob sich Menschen in ihrem Handeln den Pflanzen gegenüber falsch oder richtig verhalten können, und ob die Folgen dieses Verhaltens nicht nur angesichts der menschlichen Interessen und Bedürfnisse, sondern wegen der Pflanzen selbst ethisch relevant sind, hängt davon ab, was für einen „moralischen Status“ Pflanzen haben. Ihr moralischer Anspruch an die Menschen gründet in ihrem „moralischen Status“. (shrink)

This is a Polish translation of my essay, "Moral Naturalism and Three Grades of Normativity." This essay is published in English in my 2007 book, "Morality in a Natural World" (Cambridge University Press).

U članku se, prije svega, tvrdi da većina odgojne prakse u liberalno-demokratskom društvu službeno teži promicanju, kako ga nazivam, ‘ideala demokratskog karaktera’ za građane budućnosti. On utjelovljuje deweyjevsko uvjerenje da demokracija nije samo oblik političke zajednice nego i način življenja u kojem se pojedinci mogu razvijati u socijalno pravednim okolnostima. Zahtjevna priroda tog ideala se može činiti problematičnom, no nastojat ću pokazati da tomu nije slučaj. Ono što jest problem je omjer u kojem aktualna teorija i praksa odgoja odudara od (...) ideala, bez obzira na službene prigovore tom idealu. Deweyjevski uvidi u poveznice između oblika odgoja i oblika društva ukazuju da suvremena izdaja ili napuštanje ideala demokratskog karaktera iziskuje radikalnu kritiku stanja u kojem razmatranja suvremene kapitalističke ekonomije podrivaju široko prihvaćene težnje za dobrim životom i odgojem koji pridonosi ostvarenju tih težnji. (shrink)

In his paper, the author makes an attempt at reconstructing one of the first propositions in Poland to start a philosophical discourse on ecological problems. The author of this proposition is priest Tadeusz Ślipko. According to this author the problems of the moral aspects of natural environmental protection are also bioethical problems. Therefore, we can see that he does not consider ethics of the environment as an individual philosophical discipline. The article concentrates on presenting the sources and the range of (...) moral duties of humankind towards the natural environment. Tadeusz Ślipko does not approve of the anthropocentric or biocentric standpoints in the issues of natural environmental protection. He offers his own idea of anthropopriorism, which takes the middle ground between these two extreme concepts. In conclusion, the author underlines that there is still a strong need for ethical reflection over the state of the natural environment along the lines of Ślipko’s stance. (shrink)

W ostatnich latach mamy do czynienia z dynamicznym rozwojem neuroetyki, tj. subdyscypliny nauk o mózgu badającej rozmaite zagadnienia etyczne w kontekście funkcjonowania ludzkiego umysłu i mózgu. Centralnym przedmiotem tych badań jest specyficznie ludzka zdolność do wydawania sądów moralnych oraz jej mechanizmy. Tymczasem twierdzenia neuroetyki mają znacznie szerszy wymiar; wykracza on bowiem poza kwestie czysto opisowe i obejmuje swym zasięgiem zagadnienia teoretyczne etyki. W niniejszym artykule rozważam znaczenie badań neuroetycznych dla analiz przeprowadzanych w obszarze etyki normatywnej oraz metaetyki.

Peter Koslowski’s project of ‘ethical economy’ can be understood as an effort to search for human face of late capitalism. In his perspective ‘ethical economy’ is not a simple combination and connection between economy and ethics but is a new approach which includes three fields: theory of ethical premises of economy, concept of ethics profiled towards needs of economy and ethical and economical theory of goods and cultural values. Koslowski reinterprets problems of maximization found in classical economy. He criticizes the (...) model of homo oeconomicus as the model of a reactive man not understood as activated. According to Koslowski, economical theory of market balance also requires reinterpretation. Without assuming that teleology belongs internally to social reality and therefore to market as well, so to create environment for development of human subjectivity, there cannot exist any theory of legitimization of individualistic economic institutions which protect freedom. Without that, Koslowski claims, there can only be theory of social process authority in which the strongest reinforce their positions. Taking subjectivity and auto-referential character of a human being into consideration is the ontological basis, which allows to reach ethical dimension of decision-making processes and responsibility. By analogy, the mechanism of ‘invisible hand’ requires referring to common good. In the age of globalization ‘invisible hand’ is a source of evil. (shrink)

O ile nie uznajemy moralności za zupełnie irracjonalną, każda jej teoria musi z konieczności zakładać jakąś teorię namysłu praktycznego. Tymczasem próbując opracować tę ostatnią napotykamy poważne problemy; wydaje się, że oceny wyników deliberacji nie możemy dokonywać wyłącznie na podstawie kryteriów stosowanych przy ocenie wyników myślenia teoretycznego, takich jak stopień pewności przyjmowanych przesłanek czy formalna poprawność wnioskowania. Jeśli namysł praktyczny istotnie przebiega zawsze na pozaracjonalnym podłożu żywionych przez jednostkę intuicji i pragnień, to wydaje się, że nie ma nadziei na stworzenie uniwersalnej (...) teorii etycznej. W artykule próbuję z jednej strony wykazać, że namysł praktyczny jest w rzeczy samej tylko częściowo racjonalny, a z drugiej zaproponować wyjście z wynikającego stąd teoretycznego impasu; w moim ujęciu umożliwia je pewna interpretacja Arystotelesowskiej teorii cnoty. (shrink)

V dějinách filozofie se objevilo nespočetné množství snah překonat kognitivní nedostatečnost člověka. Většinový názor zněl, že zatímco vnější smyslové poznání podléhá nejrůznějším klamům, poznání vnitřní je mnohem jistější, či dokonce neomylné. Předpokládaná znalost sebe sama je ovšem iluzorní a stala se důvodem pro vznik mnoha chybných přístupů ke skutečnosti. Kniha se skládá ze tří částí. První kapitola se zabývá introspekcí, především jejím přijetím v dějinách filozofie a odmítnutím v psychologickém behaviorismu 20. století. Druhá kapitola pojednává o iluzornosti svobody rozhodování, která (...) je způsobena řadou nevědomých mechanismů, o jejichž fungování máme zatím jen dosti matnou představu. Ve třetí kapitole jsou domýšleny důsledky kauzálního determinismu pro etiku a právo, především ve smyslu odmítnutí koncepcí morální odpovědnosti a retributivní spravedlnosti. Autor se tak pokouší dokázat, že podstatná část názorů zdravého rozumu je chybná a měla by být nahrazena sadou nových, kompatibilních s dnešní vědou. (shrink)

Moral Realism is such theory in metaethics, which can be characterized by three theses: ontological thesis - according to which moral facts exist independently of human opinion; epistemological thesis, that moral judgements can be truth apt, and moral knowledge is possible; and normativity thesis, that asserting a moral claim is a sufficient reason for acting in accordance with its content. However, in contemporary metaethics there is no realistic theory which would embrace all three theses together. Naturalists assert first two theses, (...) but reject the last one, on the other hand nonnaturalists emphasize the third, but renounce first two. The author seeks to show that transferring this issue onto the ground of Putnam's Internal Realism, would help us to get rid of this problem in metaethics altogether. (shrink)

U radu se razmatraju neki aspekti moralne individualnosti, posebno u kontekstu analize njene civilizacijske vrijednosti, kao i uloge u kontekstu moderne društvenosti. Dio rada posvećen je analizi aktualnog obrazovnog sustava, odnosno utjecaju koji on ima na izgradnju moralnog identiteta. The paper discusses some aspects of moral individuality, especially in the context of the analysis of its civilizational importance, as well as its role in the context of modern society. Part of the paper is dedicated to the analysis of the current (...) educational system, i.e. to the influence it has on the construction of moral identity. (shrink)

The paper discusses some aspects of moral individuality, especially in the context of the analysis of its civilizational importance, as well as its role in the context of modern society. Part of the paper is dedicated to the analysis of the current educational system, i.e. to the influence it has on the construction of moral identity.

Umjetnica i analitička stručnjakinja za Kantovu filozofiju, Adrian Piper, s pravom je opisana kao "jedna od najvažnijih i najutjecajnijih kulturnih figura našeg vremena". Nagrađivani rad instalacije i participativne izvedbene umjetnosti, Probable Trust Registry: Rules of the Game #1-3, implicitno postavlja filozofska pitanja od interesa za kontraktualističku filozofiju i njenu kritiku, uključujući mogućnost izvršenja istinske moralno obvezujuće posvećenosti iskrenosti, autentičnosti i poštovanja samoga sebe putem umjetničke instalacije. Posebno za publiku koja se blisko identificira s njenim iskustvima, Piperina umjetnost, poput drugih važnih (...) umjetničkih djela, ima snažan katalizatorski etički potencijal. Motivirana divljenjem prema umjetnici i percipiranom konfliktnom odnosu obojenih (tj. ne-bijelih) žena i konvencionalnih diskursa moralne solidarnosti, nudim tri različita načina za razumijevanje Piperinog Probable Trust Registryja. Predlažem da se Piperino misaono izazovno umjetničko djelo, koje se implicitno oslanja na Johna Rawlsa i Charlesa Millsa, može tumačiti kao poziv njenoj publici da se slože s odabirom pravila koja, između ostalog, prihvaćaju univerzalne moralne imperative, predviđaju budući moralni integritet ili se zaklinju u moralni integritet. (shrink)

Ovaj je zbornik nastao kao rezultat istraživanja provedenog unutar istoimenoga znanstveno-istraživačkoga projekta na kojemu su urednici istovremeno bili i glavni istraživači, a ostali autori članovi istraživačke skupine. Kao svjedoci različitih vrsta otklona od prevladavajućeg, uobičajenoga, normalnoga, pozitivnog ili ponašanja koje se karakterizira kao asocijalno, zapitali smo se – što postojeće čini normom, treba li odstupanje od norme nužno smatrati devijacijom i kakvi su poželjni društveni odgovori na odstupanja od normi. Često se smatra ispravnim upravo ono što je prevladavajuće, a ono (...) što predstavlja otklon označava se kao devijacija u negativnome značenju onoga što nije ispravno, nije posve ispravno, ili čak onoga što treba sankcionirati. Naš je početni stav bio da ono što prevladava ne smije biti neupitna norma, kao što ni ono što je otklon nije po automatizmu devijacija. Međutim, ne smatramo ni da prevladavajuću normu, samom tom činjenicom što je prevladavajuća, nužno treba kritizirati te da je svaki otklon po sebi poželjan. Cilj našeg istraživanja bio je istražiti različite oblike deficita i devijacijau u domeni formiranja vjerovanja individualnih, grupnih, kolektivnih i institucijskih epistemičkih aktera (socijalna epistemologija) i u domeni društvenog i institucijskoga djelovanja (filozofija politike i filozofija psihijatrije). Nastavno na to, pokušali smo identificirati vrijednosti postojećih normi, koliko odgovaraju poželjnim vrijednostima te koji su poželjni društveni odgovori na otklone od normi. (shrink)

U članku se raspravlja o značenju, ulozi i važnosti moralnog identiteta i karaktera za etiku i vođenje dobrog života . Moderno društvo je društvo stalne promjene i osjećaja nesigurnosti. Svijet se doima fragmentiranim i diskontinuiranim. Vrlo je teško formirati trajni identitet u takvome svijetu. U prošlosti je izbor životnog projekta bio izbor nad izborima. U tekućoj modernosti, identitet je fleksibilan i u stanju stalne transformacije, u kojem pojedinac neprestano redefinira sebe postajući tako netko drugi nego što je bio do tada. (...) Centralno pitanje kojim ovaj rad prilazi navedenim temama je nudi li nam ikada moralni identitet dovoljno dobre razloge za djelovanje i, nadalje, koja od moralnih teorija je najprikladnija da ponudi pozitivan odgovor na to pitanje. (shrink)

Uza sve teškoće pozicioniranja humanizma unutar povijesnog okvira, neslaganja oko definiranja njegove naravi, izvora i temeljnih motiva, kao i odnosa spram tradicija mišljenja, uputnim se čini usmjeriti humanistima samima i kroz njihove radove pokušati detektirati onaj novum humanističkog svjetonazora. U tome smislu ovaj će se rad temeljiti na djelu jednog humanista »prve generacije« i pisca utjecajnog pedagogijskog traktata.Petar Pavao Vergerije stariji , književnik, crkvenopolitički pisac i dužnosnik, na samome početku 15. stoljeća piše raspravu De ingenuis moribus ac liberalibus studiis koju (...) bilježimo kao svojevrsnu prekretnicu u filozofskome shvaćanju odgoja. Humanistički program kakav nudi Vergerije, u mudrosti vidi rezultat studija cjelovitog znanja i ostvarenje slobode. Dijalog s tradicionalnim vrijednostima osnova je razumijevanja vlastitoga vremena i njegovih vrijednosti, te zahtijeva slobodan studij kao jedini dostojan slobodna čovjeka. Odgoj pritom treba služiti svakidašnjici, a misao biti potkrijepljena i dopunjena djelom. Iako cijenjen kao prvi humanistički pedagogijski traktat, konfrontiran s misaonim naslijeđem srednjovjekovlja, Vergerijevo djelo i samo nastaje na tragu tradicije; pristupajući mudrima i sam postaje učeniji. Utoliko će i ovaj rad nastojati smjestiti Vergerijevo djelo u kontekst vremena njegova nastanka, kao i naznačiti utjecaj koji je imalo na promoviranje humanističkog svjetonazora.Against all difficulties of positioning humanism in frames of history, disagreements about defining its nature, sources and grounding motives, and also its relation to philosophical tradition, it seems recommendable to rely on humanists themselves and by studying their works try to detect the novum of humanistic way of perceiving the world. With that aim, this paper will be based on work of a “first generation” humanist and a writer of influential pedagogical treatise. Peter Paul Vergerio, Sr. , a writer, religiously political author and a dignitary, at very beginning of the 15th century writes the treatise De ingenuis moribus ac liberalibus studiis which we note as a kind of a milestone in philosophical understanding of education. Humanistic programme, offered by Vergerio, treats wisdom as an outcome of study in comprehensive knowledge and as achievement of freedom. A dialogue with traditional values is basic for understanding proper time and its system of values, and it calls for a free study as the only one that is worthy of a free man. Education should then be in service of every day life, and the idea should be verified and completed by an action. Although appreciated asthe first humanistic pedagogical treatise, being confronted to intellectual inheritance of the Middle-Ages, Vergerio’s work itself originates from tradition; admitting to the wise, he himself becomes wiser. For that reason this paper will tend to place Vergerio’s work in context of time when it was created, and to note the influence it had on promoting humanistic way of perceiving the world. (shrink)