Článok analyzuje antropologicko-existencialistickú a etickú koncepciu človeka v diele F. M. Dostojevského a jej aktuálnosť v súčasnosti. Chce ukázať, že Dostojevského človek je zložitou, vnútorne protirečivou bytosťou, v ktorej sú nerozlučne spojené dobro a zlo, sebaobetavosť s egoizmom, čistota so zlomyseľnosťou. Je tiež pokusom o vymedzenie princípu etickej zodpovednosti a zmyslu života ako kľúčových princípov etiky Dostojevského.This article analyzes the anthropological - existential and ethical concept of man in the work of F. M. Dostoyevsky and its currentness. It aims to (...) show that Dostoyevsky’s man is a complicated and internally ambivalent being, in which good and evil, selfishness and self-sacrifice, purity and mischievousness are inextricably connected. It also attempts to define the principle of ethical responsibility and meaning of life as key elements of Dostoyevsky's ethics. (shrink)

CONTENIDO: Kant y la pedagogía - De la objetividad a la objetivación - De la tensión entre el investigador y el método - Interdisciplinariedad e investigación cualitativa en educación - Formación y subjetividad: epistemología, lenguaje y pedagogía - La pedagogía ante la tecnología como estructura del mundo de la vida - Alcances y limitaciones de la inteligencia artificial en pedagogía - A propósito de la informática en el mundo de la pedagogía y de la educación - La representación del conocimiento (...) y la inteligencia artificial - La lógica de las ciencias como didáctica: ¿un bastión de modernidad? - La educación del futuro como futuro de la educación - De la epistemología de la pedagogía a la filosofía de la educación. (shrink)

Stať rekapituluje život a hlavní práce Jiřiny Popelové, významné české filozofky 20. století. Hlavní pozornost věnuje třem sborníkům, které vyšly k její poctě – Sborník k šedesátým naro­zeninám Jiřiny Popelové (1964), Jiřina Popelová, filozofka a učitelka filozofie (1984) a Filosofka Jiřina Popelová (2005). Podrobněji jsou připomenuty statě M. Sobotky, R. Kalivody, J. Peško­vé, P. Flosse a J. Gabriela. Ukazují přínos J. Popelové pro filozofii dějin, komeniologii, etiku, filozofii kultury a historiografii evropské a české filozofie.

‘Philosophy – what is the use of it?’ Dutch philosophers about education in philosophy This article gives an overview of the ideas of twentieth-century Dutch philosophers on the use and function of education in philosophy, both in a university context and in secondary schools. In the first half of the twentieth century, there was a very strong emphasis on expanding the place of philosophy in other academic programmes, which was related to the neokantian conception of philosophy as the examination of (...) the fundamental assumptions and the interconnectedness of the sciences. After the Second World War, this view had a unique institutional effect, in the form of the establishment of a ‘centrale interfaculteit’ at all Dutch universities, where philosophy was to be practised in relation to other disciplines. This institutional experiment was brought to an end in the 1980s. Since then, there has been a tendency to regard philosophy as an academic discipline in its own right, and less as a place for creating meaningful connections between other disciplines. From the 1970s onwards, the focus of thinking about philosophy education in the Netherlands has shifted from the universities to the secondary schools. Whereas philosophy was practically non-existent as a secondary-school subject in 1970, nowadays it has a remarkably strong presence as an elective in Dutch upper secondary education. Simultaneously, the didactics of philosophy became a flourishing field in the Netherlands, exploring the way in which secondary-school pupils can learn the skill of philosophical thinking. (shrink)

In this article the main focus is to analyse and present the Works of Love by Søren Kierkegaard, and through the critique of Adorno, illustrate the perspective of love that is present in Kierkegaards text, and in doing so I will try to reestablish and widen the concept of charity. I will argue that the lack of a societal surrounding Adorno is highligning, is precisely what makes Kierkegaards concept of love that robust, and it is necessary in the argumentation for (...) establishing a concept of charity that contains equality between human beings. Is the essence of love expressed through our ability to value and treat other human beings in mcuh the same way, to look beyond their individual characteristics and love the person unconditionally? Or is it rather the case that because of the individual characteristics of a human -being, we are capable of loving it? To offer charity, do you then have the ability and will to act according to it, or is charity to be understood primarily in a historical context and at a certain place? These questions will be adressed in this article. (shrink)

Book review:Galilei, Galileo. Prubíř. Translation by Markéta Ledvoňová and Jana Malá. Edited and commented by Markéta Ledvoňová, Daniel Špelda, and Vladimír Štefl. Praha: Togga, 2020. 354 pages.

I argue that philosophy department should be reorganised: they should be built up around strong research groups in restricted fields. Another way to think of this: departments should model themselves on research centres. Members of such research centres / departments would teach outside their area of competency. At the BA level teaching can remain as it is, but those teaching classes will often be teaching outside the area of expertise. That is not a problem. PhD supervision would be within the (...) restricted fields that the department specialises in. In other words: I reject the zoo-model of academic departments where you get ‘one of each’, so that all classes can be taught by someone working on the topic of that class. (shrink)