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FILOZOFIA JAZYKA P. A. FLORENSKÉHO

100%
Rusnák P.
Filozofia (Philosophy)
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2007
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vol. 62
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issue 7
579-589
EN
In his philosophy P. A. Florensky examines the definition of truth as well as the notion of God. Florensky understands truth as an existential relationship with a deeper meaning based on the dialogue with personal God. According to Florensky technical thinking is determined by the world of objects. The real understanding, however, is not the knowledge of the world of objects. Attempts at absolutizing of the relative matters result in forgetting the Truth. Human being cannot be defined in the terms of reasoning. Man can only be understood by means of intuition and revelation through symbols. The theory of understanding thus becomes a question of what means are to be used in the interpretation of symbols. A symbol is a result of the synergic interplay of the energies of being. Symbolic understanding is ontological: a symbol is a matter of being. Replacing an ontological statement by pragmatic language suggests a functionalist understanding of man, which is simplistic and linked with the discourse of mass culture.
2
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ŠPECIFIKÁ FLORENSKÉHO PERSONALIZMU (SYMBOL AKO JEDINEČNÝ VZŤAH JAZYKA A OSOBY V SLOVANSKOM MYSLENÍ)

100%
Rusnák P.
Konštantínove listy
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2018
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vol. 11
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issue 2
168 - 178
EN
Florensky’s philosophy examines the notion of truth and, at the same time, the thought of a personal being and transcendence in the context of original themes of Slavic thought. The Christian concept of the person significantly enriches the noetic understanding of truth by the means of the interpersonal relationship characteristic for the context of Slavic cultures. Florensky understands truth as an existential relationship with a deeper meaning, actualized in a dialogue with a personal God. The main tendencies of the Russian personalist philosophy are the presence of verticality in relation to the horizontal relationship (relationship of one person to another) and the effort to link transcendence with factuality on the basis of which Florensky establishes his concept of a personal being. Only very intense love can overcome the contradictions in human life. There is no unity, no freedom and no truth outside love. Genuine understanding of Truth can take place only in love and it is further conceivable in love only. Basic characteristics of human being (freedom, love) cannot be categorised by means of rational thinking. Human being cannot be defined in terms of reasoning. Man can only be understood by means of intuition and by means of revelation through the symbol.
3
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European Philosophers Radim Palouš and Jozef Piaček on Phenomenological Themes of Education, Syncriticism and Philosophy of Concordance

63%
Rusnák P., Martinkovič M.
Paedagogia Christiana
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2023
|
vol. 1/51
111-121
EN
In the present article, the possibilities of teaching the philosophy of syncriti-cism and life of concordance as conditio humana and mediation of philosophical think-ing to youth (students) and teachers in the era of ignorance (Konrad Paul Liessmann) are discussed . Using the philosophical concept of syncriticism, the author attempts to open and defend the otherness of philosophy in the system of education, justify its en-riching and provocative dimension, its free-teaching time (Jan Patočka), life practice in building relationships and the authentic life of our everyday existence (Radim Palouš) . In the philosophy of syncriticism and competence of concordance (Jozef Piaček) and in indifference to the future, we see the meaningfulness of philosophical education and find its new possibilities and challenges concerning homo educandus.
PL
W przedkładanym tekście przedstawiamy refleksję z zakresu filozofii wychowania, rozumianego jako conditio humana, która może stać się refleksją nad możliwościami myślenia filozoficznego (kultywowania myślenia) wśród młodzieży w dobie ignorancji (Konrad Paul Liessmann) . Prezentujemy filozoficzny projekt synkrytycyzmu, w którym autorzy odsłaniają wątki filozofii daru i akceptacji inności w filozofii wychowania i w systemie edukacji filozoficznej, w przestrzeni czasu wolnego od pracy (niedzielnego – wolnego dla nauczania, Jan Patočka) i budowania relacji w autentycznej codzienności (Radim Palouš) . Filozofia synkrytycyzmu wraz z możliwościami, jakie daje zgodność (Jozef Piaček), pozwala nam dostrzegać sensowność filozofii wychowania; odnajdujemy w niej nowe możliwości i wyzwania dla człowieka jako homo educandus .
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