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Aplikácia základných princípov a hodnôt etiky sociálnych dôsledkov (humánnosti a ľudskej dôstojnosti) v učiteľskej etike

100%
Gluchmanová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 3
63-76
EN
The article deals with the application of the basic principles and values of the ethics of social consequences, as the form of nonutilitarian consequentialism, within the ethics of teaching. It concentrates especially on the principles and values of humanity and human dignity. The basic form of humanity consists in the protection and support of one’s own life and the lives of friends, relatives and close people. The higher form of humanity is the protection and support of other and unknown people and that is surplus value (additional value). There are two aspects of the human dignity in the ethics of social consequences. The first of them is linked with the value of life which is earned by regard and respect, the second aspect concerns the fact that human dignity is the function of positive social consequences which follows from our behaviour and actions and they should prevail over the negative social consequences. The author reflects on the application of this concept, its principles and values as the methodological basis of the ethics of teaching.
2
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Pope Benedict XVI and humanity's quest for genuine peace. The christocentric response

88%
de Gaal E.
Poznańskie Studia Teologiczne
|
2013
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issue 27
69-79
PL
Artykuł przedstawia inicjatywy na rzecz pokoju Benedykta XVI, który nie tylko jawi się jako kontynuator zamierzeń Jana Pawła II, lecz również jako ten, który wprowadził pewne nowe elementy. Papież w swoim nauczaniu nie tylko zwrócił uwagę na warunki służące budowaniu prawdziwego pokoju (sprawiedliwość, poszanowanie dobra wspólnego), lecz również wyznaczył Kościołowi zadania, mające służyć tej sprawie. Artykuł prezentuje teologiczną interpretację kwestii pokoju w świetle tajemnicy Chrystusa.
3
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Lekce z lidskosti: Antropologické inspirace z díla Jana Amose Komenského

75%
Hábl J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 1
5-15
EN
This study deals with the issue of pedagogical humanization. The author identifies and analyses the causes of modern crisis of humanity as well as its pedagogical formation, which is based on anthropological reductionism and post-enlightenment restriction of the transcendental dimension of humanity. As an alternative to the problematic modern anthropology, the study presents Comenius’s view of humanity, which provides stimulating material for the humanisation efforts in contemporary pedagogy.
4
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La pertinence de l'ontologie pour la théologie

75%
Favraux P.
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2011
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vol. 16
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issue 1
47-57
EN
Ontology is still relevant for the reception of Christian revelation. Transcendental subjectivity, whose main role is to constitute, calls out for a deeper foundation. It is this deeper foundation that supplies an ontology of participation of all beings in Being and in God, as found in St Thomas and in some interpretations of his work (those of E. Gilson, A. Chapelle, A. Léonard). God's immanence in humanity and in creation, and human participation in Being and ultimately in God, enable us to conceive of a causal action upon the whole of humanity and upon the whole of creation, a causal action issuing from the death-resurrection of Christ. In the context of contemporary philosophy, marked too unilaterally by finitude and historicity, this ontology needs to be supplemented by an anthropological reflection on liberty—liberty donated to itself (C. Bruaire) rather than liberty uniquely devoted to an indefinite search of itself. This is the main point behind A. Chapelle's anthropology. Moreover, it is this sense of liberty that underlies at the same time a genuine pathway to ethics.
5

Humanity and Animality. A Transdisciplinary Approach

51%
Guillaume A.
Human and Social Studies
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2013
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vol. 2
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issue 3
13-32
EN
At a time when humanity experiences its greatest advances, major conflicts and abuses arise around the world due to a lack of humanism and reason within the meaning of the Enlightenment. Modernity and western comfort in our globalized society have not helped share and balance the wealth, nor preserve the natural resources; it has not prevented crimes against humanity nor the most insane dictatorial actions of the 20th and early 21st centuries. This went hand in hand with a massive degradation of the environment. Could the animal be the solution to all the mistakes we have made during the last century, instead of being considered an inferior, a slave? Could he not be the one who has managed the best in the fields of intelligence, self-regulation and respect of his vital environment? Should we not rather turn toward the animal to find a new balanced model? Respecting the environment and his peers seems to be the most striking evidence of intelligence, does it not? The animal has achieved this. Man has not. Focusing on the way man has treated animals may therefore help us to understand why we have treated our peers so badly.
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