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"Nie mamy tu miasta trwałego". Edyta Stein o bycie wiecznym

100%
Grzegorczyk A.
Zeszyty Naukowe Centrum Badań im. Edyty Stein
|
2016
|
issue 15
191-204
PL
In this article I analyze the cognitive possibilities lying on the boundary of the finite and eternity being with reference to Saint Thomas Aquinas and Edith Stein’sthought. According to Saint Thomas, the rational cognition, which covers what is calleda natural world, is the highest form of knowledge and fixes its limit. Edith Stein, on thecontrary, claims that a mystical cognizance, which bases on experience and empathy,enriched by the message of the Gospel, should complement the rational one. What’scommon in those two concepts is a reference to God’s grace – the moments of revelationenlighten the efforts of human intellect. Thus knowledge on the eternal being merges both natural and supernatural cognizance.
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Problem pedagogii Bożej w praktyce wychowawczej. Refleksja filozoficzna

84%
Boużyk M. M.
Roczniki Pedagogiczne
|
2012
|
vol. 4(40)
|
issue 4
23-37
EN
This article attempts to theoretically define the term “divine pedagogy”, which is very important for Christian education practices. On the basis of natural cognition the meaningfulness of this term is based on the view on the existence of personal God, which decontradictifies the existence of a being composed of the act of existence and essence. The human person participates in God. This vertical dimension of human life may also be regarded metaphysically as a continuous keeping in existence. Also, the issue of the personal being of man, his/her natural religiosity are important components that create the intellectual climate of philosophy open to faith. In contemporary culture, this lack of such openness is visible in, which does not facilitate a perception of the place of Christian pedagogy in academic discourse. Philosophical solutions are responsible for this state of affairs. Overall, the point is whether man can cognitively ascertain the reality of the religious relationship on the part of its object, i.e. personal God, and thereby integrate the horizontal dimension of education with vertical one whereby the act of upbringing, human pedagogy is performed in the perspective of divine pedagogy. Therefore, the article recalls the Thomistic metaphysics and its thesis that reason and faith are complementary.
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