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1

Karl Jaspers’ Conception of the Axial Age and the Idea of Paradigmatic Individuals

100%
Vidauskytė L.
Dialogue and Universalism
|
2020
|
issue 3
187-204
EN
This essay analyzes Karl Jaspers’ conception of the Axial Age and the comparative idea of paradigmatic individuals (Socrates, Buddha, Confucius, Jesus) among other relevant ideas (philosophical faith, biblical religion) in the light of post-secularity. The special focus is laid on the post-war situation in Western Europe which was one of the main factors of the formation of the aforementioned conceptions and ideas. The disaster which was brought by uncontrolled nationalism in Germany forced Jaspers to rethink the crisis of humanism after World War II. Using a comparative method Jaspers seeks a unity of human spirit and with this gesture his thinking appears to be a desire to have a foundation for the common being of contemporary society. Jaspers’ interpretation of paradigmatic individuals stimulated future research on comparative civilizational philosophies.
2

ВНЕСОК М. МАККАВЕЙСЬКОГО У РОЗВИТОК ПОРІВНЯЛЬНОЇ ПЕДАГОГІКИ

86%
Хмельницька О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
33-40
EN
In the article we have investigated and revealed the aspect of comparative education in the heritage of N. Makkaveiskyi. It is revealed that a scientist deeply researched educational and training system of domestic and foreign countries and individual teachers, identify similarities and differences of these systems, prospects of development of education on the basis of analysis of achievements and weaknesses in foreign pedagogical experience and the like. N. Makkaveiskyi contributed to the accumulation of knowledge of foreign and native pedagogy, history of pedagogy, theories of learning and education for the mapping of pedagogical ideas and school practices and formulation on this basis of theoretical approaches of predictive nature, their widespread use on the territory of their own state in the future. The academic research on foreign educational systems made a significant contribution to the development of comparative education in late ХІХ – early ХХ century. A scientist investigated original sources in detail, repeatedly was abroad, visited collection on experimental pedagogics for research of the foreign educational systems. N. Makkaveiskyi is known for sound researches of home and foreign history of pedagogics: histories of education and education of old jewries, pedagogical inheritance of church figures, labours of western teachers – Jan Komenskyi, John Lock, Wolfgang Ratke, Herbert Spenser, also the Russian teachers of Ivan Betskyi, Leo Tolstoy, Kostyantyn Ushinskyi and other. The analysis of research work of N. Makkaveiskyi certifies a deep study to them of the pedagogical systems of different countries of Europe and Asia, England, Greece, Egypt, Israel, India, Italy, China, Germany, Persia, Russia, Czech Republic. Comparative education serves to the native educational figures, scientists, teachers for the deep comprehension of pedagogical problems, planning of further activity and prognostication of its results. It opens possibilities of study of maintenance and methods of studies, international experience of development of education in a definite time period, assists to further development of modern education.
3

André Malraux’s Comparative Theory of Art

86%
Gaižutytė-Filipavičienė Ž.
Dialogue and Universalism
|
2020
|
issue 3
263-280
EN
The article deals with André Malraux’s (1901–1976) comparative theory of art. He, a French intellectual, novelist, and philosopher developed an original philosophical approach to art works and their transformations in time which has still a significant impact to contemporary comparative studies of art. The idea of metamorphosis expresses Malraux’s radical turn from classical academic aesthetics and his closeness to existential philosophical and aesthetical thinking. It reinforces the concept of the imaginary museum and provides a more philosophical background. Each culture perceives and accepts the art of other cultures according to its own viewpoints in a process which is defined by Malraux as metamorphosis. The full significance of metamorphosis appeared in modern civilisation—the first which collected art forms from any period and place. The work of art lives its own life deliberated from history and its consequential postulation of human permanence. The metamorphosis is the key to Malraux’s humanist metaphysics of art.
4
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Decisions under normative uncertainty

58%
Żuradzki T., Żuradzki T.
Przegląd Filozoficzny. Nowa Seria
|
2020
|
issue 2
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