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Etyczny wymiar kryzysu odpowiedzialności globalnej

100%
Najder-Stefaniak K.
Studies in Global Ethics and Global Education
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2017
|
issue 7
13-23
EN
The paper discusses the relationship of the global responsibility crisis with values. The author shows that the source of this crisis is the loss of perspective defined by universal values. She uses the European concept of creativity and the Chinese concept of crisis /wej-dżi/ to show the ethical dimension of the crisis. She draws attention to the usefulness of the crisis for creative crossing the limits of what is possible as set by the current situation.
PL
W artykule omówiono związek kryzysu globalnej odpowiedzialności z wartościami. Autorka pokazuje, że źródłem tego kryzysu jest utrata perspektywy określonej przez uniwersalne wartości. Korzystając przy tym z europejskiego pojęcia twórczości i z chińskiego pojęcia kryzysu wej-dżi, odsłania etyczny wymiar kryzysu. Zwraca uwagę na przydatność kryzysu do twórczego przekraczania granic możliwości wyznaczonych przez aktualną sytuację.
2
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On the Need of Ethical Foundations for Global Education

86%
Bernat P., Ciążela H.
Studies in Global Ethics and Global Education
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2016
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issue 6
3-13
EN
The concept of global education is based on the recognition of the world as a network of interdependencies and on realizing the fact that the current direction of the development of civilization is leading to environmental and humanitarian disaster. On the other hand, there is a belief that there is still a chance to change this state of affairs by means of education. The purpose of education is recognized as not only a transfer of knowledge, but also as a transfer of morals that are able to generate a shift in attitudes. In order to strengthen the impact of the global education project, it is necessary to provide a coherent description and axiological analysis of the values behind it. In the paper, we argue that ethicists should work on building philosophical arguments for the development and implementation of global education programs. We argue further that such a philosophical framework should be based on the ideas of new humanism (proposed by Aurelio Peccei) and global responsibility (formulated by Hans Jonas).
3
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Sprawiedliwość społeczna w edukacji globalnej w perspektywie etyki odpowiedzialności globalnej

72%
Ciążela H.
Forum Pedagogiczne
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2017
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vol. 7
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issue 2
105-118
EN
The question of social justice is a very important element of global education. Social justice refers to the equity principle in relations between large social groups; it concerns social classes and groups, nations, and faith groups. It encompasses the past, the present and the future. Due to the fact that global education is not merely a description but also an evaluation proposition, it is a scientific discipline about social justice. It has always been so, because no programme of economic, political or ideological expansion could exist without axiology. The problem of global education today is not limited to creating a programme adequate to the needs; it should also include a revision of its current content.
PL
Zagadnienie sprawiedliwości społecznej stanowi bardzo istotny element edukacji globalnej. Sprawiedliwość społeczna, dotycząca zasady równości w relacjach między wielkimi grupami społecznymi, dotyczy klas i warstw, narodów oraz grup wyznaniowych. Obejmuje ona zarówno przeszłość, teraźniejszość, jak i przyszłość. Ponieważ edukacja globalna nie jest jedynie opisem, ale również propozycją wartościowania, jest więc także nauką o sprawiedliwości społecznej. I zawsze nią była, gdyż żaden program ekspansji gospodarczej, politycznej czy ideowej nie mógł funkcjonować bez aksjologii. Problemem dzisiejszej edukacji globalnej jest nie tylko stworzenie adekwatnego do potrzeb, programu, lecz także rewizja dotychczasowych treści programowych.
4
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Morality and justice in social life

72%
Hrehovà H.
Studia Philosophiae Christianae
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2014
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vol. 50
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issue 3
7-19
EN
The article is an analysis of morality and justice in light of the views of such thinkers as M. Blondel, J. Ortega y Gasset, E. Chiavacci and S. Privitera. In contemporary public life, new social conflicts are generated by a growing neutralization with respect to the formation of conscience and progressive relativization of all values. It is very difficult to clearly identify what justice is today and the morality that should apply to relationships. A. Honneth and M. Hrubec emphasize the need for the so-called good life, which should be based on an attitude of appreciation and respect, and accepting the other person as equal to other people. Only in this way is it possible to remove the dominance of stronger individuals and sensitize communities to the need to build global responsibility.
5
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Ideové východiská zelenej politiky

58%
Varga R.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2012
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issue 2
593-609
EN
This article provides insight at so-called view green (environmental) policy and its various ideological backgrounds, as they were during the development of environmental policy since its inception settled and subsequently formulated historically one of the world's most successful political parties based on environmental policy, the German Die Grünen (Greens) in the '70s 20th century and then extended at the Green Committees of Correspondence in the USA in 1984. For the ideological assumptions are considered Ecological thinking, Social justice, Participatory democracy, Nonviolence, Decentralization, Community-oriented economy, Post-patriarchal values (feminism), Respect for diversity, Global responsibility and Focus on the future.
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