Theology and Philosophy of Education
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    30 research outputs found

    Selected Representations of the Phenomenological Orientation of Polish Pedagogical Thought

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    This article indicates the basic premises and differentiating contexts that underlie the conceptual specificity of phenomenological pedagogy. In this context, three original positions of phenomenological orientation in Polish pedagogical thought have been presented. In accordance with their specific features, the first position refers to the phenomenological problematization of issues related to pedagogical axiology in a particular way, the second position refers to issues associated with pedagogical teleology, while the third relates to matters connected to pedagogical anthropology. Each of these positions is based on original theoretical solutions that have raised interest and initiated discussion on phenomenological pedagogy in Polish literature, beginning in the 1980s

    John Henry Newman’s Idea of a University as Critique of Jeremy Bentham’s Utilitarian Conception of Education

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    The main thesis of this article is that Newman’s famous Idea of a University cannot be fully appreciated without the background of the educational programmes popularized in the first half of the 19th century, which have their matrix in the utilitarian philosophy of Jeremy Bentham. The comparison of these two thinkers shows that Newman built his system of education and arrived at its basic principles precisely by refuting the principles of utilitarianism and liberalism of his time. From this perspective, his work on education no longer remains a quiet prose, but can be seen as a moral and cultural struggle over fundamental values

    Josef Zvěřina on Friendship: My Friend, the Unbeliever

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    This is a translation of the text written by Czech theologian Josef Zvěřina, originally published in 1969, republished: Zvěřina, Josef. 1995. “Můj přítel nevěrec.” In Pět cest k radosti [The five ways to joy], edited by Jolana Poláková, 79–80. Prague: Zvon

    Basic Impulses of Hebrew Pedagogy

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    The privileged place to learn about Hebrew pedagogy is the Bible and rabbinical literature and thus it is of primary interest especially to the religious systems that grew out of it. Nevertheless, from a formal point of view, it offers a priceless contribution to the reflection on educational values as such. The aim of this article is to put forward some basic impulses of Hebrew pedagogy that may be inspirational even today for both teachers and pupils

    Character Education in Primary Schools and the New Implementation Education Method of Positive Behavioural Interventions and Supports (PBIS) in the Czech Republic

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    This article examines character education, which has been assessed as essential for the emotional and social development of children. Character education is included in the curriculum as early as preschool, and it should optimally continue in primary school. Furthermore, the importance of a correct choice of methods and guided reflections is also included. The article also discusses previous experiences with character education and the recommendations provided by the Czech School Inspectorate

    Josef Zvěřina and Impulses for Theological Studies – Contemporary Issues

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    The presented article reflects the perspectives that can be observed in Josef Zvěřina, in his impulses for universities, mission, contribution and continuous spiritual formation of students. An integral part is the contribution and influence of theological thinking on science, culture, human society, and value orientation

    Teaching of Medical Students within the Provision of Medical Care in the Itibo Mission Hospital in Kenya: Adra Czech Republic / Kenya Development Co-operation Project

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    The aim of this article is to describe the preparation of students who go to the Itibo development co-operation project. This includes how clinical practice and medical ethics are taught as part of participating in this project in Kenya. We will try to explain the possible benefits for students and the importance of understanding multiculturalism in the provision of medical care

    The Role of Educational Programmes and Their Effect on Self-Education: An Example from Practice in the Context of Encountering Different Cultural Influences

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    The role of educational programmes and their influence on personal development (self-education) is indisputable. The aim of this article is to reflect on my personal experiences from a summer school completed in July 2023 at Oxford University. Using a very specific example, I try to explain the motivations that led me to attend the summer school and the possible practical effects in my professional and personal life. Numerous discussions and debates with colleagues from very different cultural backgrounds were very beneficial during my stay in Oxford. As part of these debates, reflection of practice, sharing of experiences, but also guided activities within the educational programme, I will try to describe several areas in which I observe contribution and benefit. Finally, I will use a practical example (essay) to show how the discussions in this course influenced me in thinking about problems and stimuli in my professional life while working on a development co-operation project in Kenya

    The Eye of the Storm: Mystical Theology in Dialogue with Teacher Education

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    In this interdisciplinary paper we explore ways in which medieval mystical theology can inspire religious education teachers in their work in the classroom. One of the major challenges to them is to (help to) understand the tension between religious literacy and religious experience. By using an experiential and imaginative rather than a rational theology, based on the work of the mystics, we hope to clarify this tension. Firstly, we describe the “hermeneutical storm”: a metaphor to understand the complexity of the religious learning process in the context of friction between worlds. Teachers bear witness and need to stand firm at the centre of this clash. Secondly, we present medieval mysticism as a frame of reference to deal with this situation that challenges the modern urge for rational control. We discuss the historical context of the democratization of mystical theology, the multiple genres and the imaginative language mystics use to guide their students during their personal development, exemplified by Hadewijch’s mystical experience as an interplay between Love and Reason. This imaginative theology can offer contemporary religious education teachers insight into the “hidden presence of God” when faced with hermeneutical storms in the classroom and can help them in clarifying the tension between religious literacy and experience

    To Have a Right to a Brave and Safe Space: An Interview with Prof. Bert Roebben

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