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Psychologia moralnosci odpowiedzi, jakich nie znajdzie filozofia

100%
Paruzel-Czachura M.
Archeus. Studia z bioetyki i antropologii filozoficznej
|
2011
|
vol. 12
293-316
EN
The article is concerned with psychology of morality which is a relatively new area of psychology and is interested in the morality of man. the article shows description of the understanding of psychology of morality, its historical background and divisions, as well as its object of study. in addition, the article enumerates differences between psychological and philosophical approaches to morality and the possibility of cooperation between these two sciences.
2

FRONÉSIS A SVOBODNÉ ROZHODNUTÍ

61%
Boháček K.
Filozofia (Philosophy)
|
2016
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vol. 71
|
issue 5
389 – 400
EN
The article deals with the topic of free decision in Aristotleʼs moral psychology. First, Aristotleʼs conception of psychological powers as a whole is outlined followed by a more detailed examination of his understanding of phronesis. Scrutinized is also the question to what extent the freedom of action is allowed for by Aristotleʼs practical reason. In order to answer this question Aristotleʼs analyses of decision making (including considering, the central decision as well as its hidden moving reasons) is reconstructed. In conclusion, the concept reconstructed in terms of Nicomachean Ethics is incorporated in a wider context of human action – all that in opposition to McIntyreʼs exclusivist interpretation.
3

SCHOOLCHILDREN'S GAMES - PURPOSELESS COOPERATION, COMPETITION, BULLYING? (Hry skolnich deti - samoucelna spoluprace, soutez, sikana)

51%
Klusak M.
Pedagogický časopis (Journal of Pedagogy)
|
2010
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vol. 1
|
issue 1
49-63
EN
Traditionally the educationalist's interest in children's games seems to be instrumental, if not manipulative. Playing games children can and should learn - the socially desirable, that is. Games seem to offer themselves such exploitation. They subsist in a state of mind and convention rather then in a relation to a specific kind of objects. Any human ability can be played with as a game of skill - competing with others or with personal records. Any human ability can be personified and as a role simulated - and thus trained or at least experienced. And finally, playing games brings functional pleasure; it has its goal in itself. Lately, the educationalist's interest in children's games based rather on respect for autotelism of playing games, then on the ambition to utilize it in motivating children to do their schoolwork, seems to be asserting itself more intensively. The author considers inspirations which this interest could draw from Children's games - a book written by M. Klusak and M. Kucera, presenting and interpreting a collection of more than 1.600 exemplars of schoolchildren's games (collected in 1995 -2000, in 80 classes, from first to ninth grades). Special attention is paid to children playing with social relations - cooperation, competition, bullying.
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