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Philosophy of Education in Postmetaphysical Thinking

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Kondrla P., Maturkanič P., Taraj M., Kurilenko V.

Journal of Education Culture and Society

2022

vol. 13

issue 2

19-30

Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. The new understanding of education helps to orient the educational process in the family and school towards the person of the pupil and the development of his real possibilities. Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Attention is paid to the understanding of the pupil, the teacher, the process of education, and the goal of education. The pupil is interpreted as a person who has individual and original abilities. The process of education is understood as the development of the individual abilities of the pupil. The objective of education is determined on the basis of the pupil's abilities. The aim of upbringing is not predetermined. The openness of pedagogical practice necessitates the openness to continuous updating of educational and training methods. Results and conclusion. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students' individual abilities. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted. Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge. Pedagogy based on a postmetaphysical approach educates pupils whose value is based on human nature. Each pupil is accepted according to his individual abilities. He is an original and authentic human being.

"Vyhublé postuláty rozumové víry.": k Habermasově kritice Kantovy filosofie náboženství

51%

Sirovátka J.

Filosofický časopis (Philosophical Journal)

2024

vol. 72

issue 4

617-630

In his late magnum opus, Auch eine Geschichte der Philosophie, Jürgen Habermas seeks to reconstruct what the “post-metaphysical” age lost when it abandoned metaphysics. Habermas sees a fundamental bifurcation of metaphysical thought in the eighteenth century, namely in the parting of the ways represented by David Hume and Immanuel Kant. In my paper, I will particularly focus on Habermas’s critique of Kant’s philosophy of religion. As a first step, I will present his critical conception of Kant’s practical philosophy in conjunction with his philosophy of religion, which, according to Habermas, fails in its attempt to rescue religious contents within a secular philosophy. The crucial weakness that Habermas identifies in Kant’s systematics is the demands that arise from the absolute validity of the moral law. I will then, in a second step, critically discuss this interpretation of Habermas, attempting to point out the weaknesses of his interpretation. In contrast to Habermas’s attempt, however, I am convinced that the philosophy of religion is a constitutive and plausible part of Kant’s philosophy.

Ve svém pozdním opus magnum Auch eine Geschichte der Philosophie se Jürgen Habermas snaží rekonstruovat to, co „postmetafyzická“ doba ztratila, když opustila metafyziku. Při tom definuje zásadní rozdvojení metafyzického myšlení v 18. století, které je ztělesněno jmény Davida Huma a Immanuela Kanta. V tomto příspěvku se autor zaměřuje zejména na Habermasovu kritiku Kantovy filosofie náboženství. V prvním kroku představuje kritické pojetí Kantovy praktické filosofie ve spojení s filosofií náboženství, která podle Habermase selhává ve své snaze zachránit náboženské obsahy v rámci sekulární filosofie. Zásadní slabinou, kterou Habermas identifikuje v Kantově systematice, jsou požadavky vyplývající z absolutní platnosti mravního zákona. Ve druhém kroku se pak autor zde předkládané studie kriticky zabývá touto Habermasovou interpretací a pokouší se poukázat na slabiny jeho výkladu. Na rozdíl od Habermase je totiž přesvědčen, že filosofie náboženství je konstitutivní a plausibilní součástí Kantovy filosofie.

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1 Filosofický časopis (Philosophical Journal)

1 Journal of Education Culture and Society

1 Kondrla P.

1 Kurilenko V.

1 Maturkanič P.

1 Sirovátka J.

1 Taraj M.

1 2024

1 2022

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Philosophy of Education in Postmetaphysical Thinking

"Vyhublé postuláty rozumové víry.": k Habermasově kritice Kantovy filosofie náboženství