Crisis in the Life of Professionals in Pastoral Ministry

This article presents the topic of crisis in the context of prevention in pastoral workers. It points to the possibility of coping with crisis and thus offers a theological view of overcoming it. It is based on the theoretical points of view and practical experience of pastoral workers. Selected aspects, types, preventions and therapies of crisis at the psychotherapeutic or spiritual-theological level are presented in this paper

The Role of Teacher and Pupil in the Context of Autonomous Learning

The paper offers a brief overview of the role of teacher and pupil in the context of autonomous learning. An autonomous pupil means an active pupil. His activity consists not only in motivation to learn, but also in participating in social processes, defining one’s own goals and responsibly managing the way to achieve them. The teacher accompanies the active student through the learning process as a manager, mediator, advisor, but also as a fellow pupil. The aim of the paper is to specify the roles and characteristic features of the autonomous teacher and pupil and to point out their differences with respect to the traditional perception of the teacher and pupil in the process of upbringing and education

Dedication to the Truth: Newman’s Philosophy and Theology of Education

The main thesis of this article is that Newman’s philosophy of education can only be understood within his Christian vision of the nature and vocation of humankind.  That vision included a deep appreciation for real dialogue and human encounter at the very heart of education as well as an equally profound understanding of the deep complexity and inter-relation of all areas of knowledge including that of theology among the many subjects taught at university. For Newman, education, like truth, must result in wisdom and positive action as well as more intellectual and theoretical advances.  Real education informs the intellect as well as forming the moral heart of the person.  We may learn all the knowledge available to us, but we must also be agents of that knowledge by acting morally for the wellbeing of our fellow human beings, that is, in Newman’s language, to be able to marry our doctrine (knowledge) with our devotion to action and prayer (spirituality)

Crossroads of Leadership, Ethics, Higher Education, and Worldviews

Strategic leadership deals with, for example, ethical dilemmas. The article addresses differing worldviews in relation to decolonising the curriculum, and how to assist cross-cultural professionals’ behavioural learning. Within pedagogics, critical thinking, based on normative rationales, allowing educational interventions, or concepts, other than empirically proven only is revealed. The common denominator of worldviews appears to be virtues. Descriptions of virtues need translation to touch on professionals. A practical intervention is introduced

Autonomous Learning in Religious Education in Slovakia

The article deals with the issue of autonomous learning in the context of religious education. It offers a definition of autonomous learning and its characteristics. Autonomous learning is subsequently included in the context of religious education. The implementation of autonomous learning in the teaching of religious education is carried out based on the competency model of religious education, which is part of the prepared curriculum for this subject in Slovakia. The paper justifies using autonomous learning in religious education regarding this teaching model and presents autonomous learning as one of the possible forms of acquiring religious knowledge and developing religious competences and connecting them with other subjects and with everyday life

Religious Freedom in Indonesia: Worldview of Bhinneka Tunggal Ika for Multicultural Education

This study looks into issues facing Indonesian multicultural education and offers solutions based on the worldview of Bhinneka Tunggal Ika. The study tries to clarify how Bhinneka Tunggal Ika’s worldview applies to the nation’s rich history, numerous tribes, nations, races, worldviews, including customs. The worldview is deeply established in the historical background of the Majapahit Kingdom and deeply embedded in Indonesia’s identity as the world’s largest Muslim nation; it can serve as a foundation for promoting religious freedom and building a peaceful, multicultural society for multicultural education

Learning from Negativity of Experience in School Moral Education

The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. Herbart’s concept of educative guidance as a permanently valid theoretical framework for contemporary moral education at school

Hope in Education as Hope in Love

Theology and Philosophy of Education is a journal dedicated to education. However, in what respect does it deal with education? What is the situation of current education? What is the main role of the school today? All articles from the first issue of the third volume of the journal Theology and Philosophy of Education are presented

The Concept of Education of Paweł Smolikowski CR (1849–1926)

Paweł Smolikowski CR was a priest, missionary, doctor of theology, as well as a philosopher, historian and writer. A member of the Resurrectionist congregation, he is still regarded as one of the main representatives of Resurrectionist philosophical and pedagogical thought at the turn of the nineteenth and twentieth centuries. He left behind a rich legacy. His concept of education fits in with the Resurrectionist educational system that was introduced in many places in Europe. In this article, I would like to present the main elements of Paweł Smolikowski's concept of education with emphasis along with its anthropological foundations

Individuation and Movements of Existence in Jan Patočka: Horizon of Education

Jan Patočka addresses the concept of individuation in relation to the three movements of existence. This article argues that education functions as a process of individuation, requiring educators to engage with the third movement of existence in order to summon learners’ potential in their search for truth, autonomy and responsibility. The article is structured into three sections: Education in Patočka, Individuation and the movements of existence, and Pedagogical implications of the third movement, characterized by the open soul, as the horizon of education