The Kantian ethical perspective seen from the existential philosophy of Søren Kierkegaard’s Victor Eremita

Martín, José García; Rojas, Arturo Morales; Králik, Roman

doi:10.2478/ebce-2021-0003

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The output was interesting studies: [67,68]. The scholars from the Faculty of Central European Studies (UKF) participated in the tenth International Conference: The Future of Education-Virtual Edition, which was held in Florence (Italy) [69] and in the International Academic Conference: Education and Social Sciences, Business and Economics held in Belgrad (Serbia) [70][71][72].…”

Section: International Conferencesmentioning

confidence: 99%

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

et al. 2021

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The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.

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Section: International Conferencesmentioning

confidence: 99%

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

et al. 2021

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“…First of all, it is the understanding of otherness and difference. Others and otherness are viewed negatively in our civilizational paradigm (Martin et al, 2021). In the modernity paradigm, otherness is interpreted as a danger and threat rather than a call to dynamic cooperation.…”

Section: Sustainability Objectivesmentioning

confidence: 99%

Sustainability Values in Religious Education

Kondrla

2023

JECS

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Aim. The aim of the article is to identify opportunities for religious education in the field of promoting the values of sustainable development. By identifying key concepts, define options for future strategies in the implementation of sustainable development values in school teaching of religious education. Methods. The starting point is the analysis of the current religious education curriculum, which governs the teaching of religious education and is approved by both state and church authority. Based on the analysis, identify strengths and weaknesses and define potential areas within the curriculum where sustainability values can be applied. Results. The values of sustainable development and Christian values are based on a common anthropological platform, which is based on the dignity of the human person. Religious education should also be based on this platform. Conclusion. In order to apply the values of sustainable development, it is necessary to adjust the current curriculum in terms of content and scope of topics. At the same time, it is necessary to innovate in the way of training future teachers. The goal of innovations is the internalization of sustainability values within the value orientation of both teachers and students. Cognitive value. Christian values and the values of sustainable development are not in conflict. The content of the religious education curriculum has the potential to innovate its content to meet the current requirements of the United Nations (UN) agenda as well as the teachings of the Magisterium.

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“…The universally accepted idea of one good goal and a predetermined goal creates the conditions for a hierarchically ordered society dominated by those who decide what is good, they are helmsmen who lead others to the goal; they are teachers of wisdom. The task of passengers is to learn actions that will not cause damage to the ship, sink the ship, or deviate from the specified course (García Martín et al, 2021).…”

Section: Philosophical Contextmentioning

confidence: 99%

The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

Kondrla,

Lojan,

Maturkanič

et al. 2023

JECS

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Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.

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The Kantian ethical perspective seen from the existential philosophy of Søren Kierkegaard’s Victor Eremita

Cited by 5 publications

References 8 publications

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

Sustainability Values in Religious Education

The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

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