It is possible, in the context of contemplating relation of philosophy and sport, to think on the phenomenon of hunting. Hunting is one of the most important formative forces in human development. Although hunting is not the most important food collectable tool any more, it is still present in human life in the form of leisure. In this paper we are trying to follow thoughts of Spanish philosopher José Ortega y Gasset on the subject of hunting. In his Meditations on (...) Hunting Gasset tries to show an inseparable connection of man and nature, especially through the hunting. For the contemporary human it is important to preserve hunting, even as a sport, although according to Ortega hunting is much more than sport, because without the hunting, human life is not complete. In this context we can ask if the hunting is a way of remaining near the nature, or just one in many other modes of destruction of nature. Although this paper is not trying to analyze the social or moral acceptability of hunting in contemporary society, it focuses on the critique of Ortega’s positions. (shrink)

In this paper, we will try to present the problems of education as they were seen by the Croatian philosopher Gordana Bosanac (Varaždin, 1936 – Zagreb, 2019). Although these problems do not fall within the narrowest circle of her interests, the author has been intensively engaged with them throughout her life and has left a significant impact on thinking about the key aspects and scope of the issues we find in the philosophy of education. The central thesis of the article (...) is as follows: G. Bosanac’s thinking is still very relevant today from at least two perspectives. Firstly, as a chronology of various interventions in the education system, and secondly, as an expression of innovative thinking about education that focuses on the individual and his or her intellectual capacities rather than on any social or productive purpose or requirement. We will present some lines of thought of G. Bosanac together with the most important biographical data. First, we will discuss the general content of the subject of education, with particular reference to the relationship between the individual and the social in education. Then, following the thoughts of G. Bosanac, we will rethink the issue of labour, with a special effort to rethink the content of education as labour. In the third part, with significant consideration of the thoughts of G. Bosanac, we will deal with the question of ideology and its negative effects on the education system and especially on the actors of this system. Ultimately, or as the key task of the paper, we will try to answer the question of why education is a fundamental social activity. (shrink)