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From Descates' Mind to Kant's Reason
Dekastello, Petr ; Hill, James (advisor) ; Palkoska, Jan (referee)
The basic subject-matter of my research is R. Descartes' Meditations On First Philosophy and I examine the term intellect and its position within the mind and its relation to thought. My work includes a study of sensation and imagination which provide the intellect with "material" to judge. The objective of my thesis is to demonstrate the role the intellect plays in terms of reason and to present an interpretation of the way in which the mind is designated in relation to reason according to Rene Descartes in his writing and in his responses to objections. The position and functions of the intellect are understood as a logical structure of mutual dependence and as the elements essential for the understanding of the human soul substance. At the end of my thesis I demonstrate that the system of reason of R. Descartes might be considered as the basis for the transcendental conception of reason in Kant's philosophy, which leads to an idealistic world conception and is founded on thinking a priori. Powered by TCPDF (www.tcpdf.org)
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Human being as zoon politikon and philosophy as education of man (Being in the world human trough experience with language)
Timingeriu, Filip ; Hogenová, Anna (advisor) ; Pauza, Miroslav (referee) ; Kalábová, Helena (referee)
This thesis aims - based on my detailed analysis of the first one of the three Heidegger's lectures on The Nature of Language (Das Wesen der Sprache 1957/58) in which he deals with the possibility of undergoing the experience of speech with the support of the onto-logical starting point, which is overcome by meaning-compliant thinking (besinnlicher Nachdenken) into a poetic experience with a word and with its relation to the entity and non-entity of a thing from the poem by Stefan Georg titled The Word (Das Wort) - to contemplate on the assumptions and limits of the apprehension of the philosophically-educative questioning as the nurture towards thinking, which should inevitably be preceded by the knowledge about what it means to be or not to be brought up in thinking. KEYWORDS education, human being, language, experience, poetry, thinking, Heidegger
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Language, speech and understanding
Zajíc, Václav ; Novák, Aleš (advisor) ; Benyovszky, Ladislav (referee) ; Zika, Richard (referee)
This thesis studies different conceptions of knowledge as they were conceived by George Berkeley and Immanuel Kant. In the first chapter we concentrate on Berkeley's pragmatic interpretation of knowledge which is based on the localization of the non-predicative judgements into the inner structure of perception. As the result there is such knowledge which is by human being used to identification of conditions for the formation of particular combinations of ideas and also to their more or less exact prognosis. We concentrate also on Berkeley's attempt to avoid "ontological" or "absolute" interpretations of "traditional concepts of metaphysics" as ,substance', an absolute existence of non-egoistic matterial being etc. In the second chapter of this thesis we are trying to study in which way is the idea of knowledge being transformed, in case that the starting point for interpretation of knowledge is, according to Kant, descriptive analysis of synthetic judgements a priori, whose proposition is the synthesis of subject and predicate. We will show that Kant contributed to the new understanding of metaphysics as transcendental research possibility of knowledge, and how were thanks to that meanings and status of subject and object transformed. We will make in the third and closing chapter complete...
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Socratic Dialogue and Thinking
Černínová, Andrea ; Rybák, David (advisor) ; Hogenová, Anna (referee)
The bachelor thesis "Socratic Dialogue and Thinking" provides an insight into the life and philosophy of the ancient philosopher Socrates and brings a closer look at his concept of dialogue through which the truth is revealed. It also deals with the usage of the method of dialogue in teaching. The whole thesis was written with an effort to emphasize the importance of Socrates' philosophy in contrast with today's preference of an assertive way of communication, which often results in eristic dialectic. The aim of this bachelor thesis mainly is to describe Socrates' unique method of dialogue and to inspire a potential young reader, a high school student or his teacher. In the first instance, the thesis pursues Socrates' life and then deals with the term dialogue and with various conceptions of dialogue. Next section is about its Socratic conception. The conclusion of the thesis explains the pedagogical contribution of the Socratic method of dialogue to tuition. KEYWORDS Socrates, Plato, dialogue, dialectics, thinking, teaching
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Thinking in unconcealedness
Zajíc, Tomáš ; Hogenová, Anna (advisor) ; Rybák, David (referee)
The aim of this thesis is the study of the topic of thinking in the works of Martin Heidegger as one of the possibilities which is one's innermost capability and which is not a mere tool for discovering, but belongs to the way of one's being. Thinking is being mindful of that which is worth remembering and which in itself opens the possibility of encountering the world and one's own self in its original clarity. Through thinking of closeness, the thesis gets to Heidegger's concept of the fourfold and enowning of the world into things and continues with the topic of mortality of one's own Dasein. The thesis then thematises Heidegger's thinking of Greek ALETHEIA as a clearing for showing of a being, which has in its own self remained unthought in the history of philosophy and in which Heidegger sees the role of thinking in the times of completion of the metaphysics. In the interpretation of language, it reveals how language is given to humans, or rather humans are given to language and how language is the house of being and how it essentially constitutes thinking. Alongside language, poesy is examined, in which language speaks as language and where language is shown as the harmony of silence. Poesy is then approached as acquiring measure and Heidegger's interpretation of the nature of human's housing...
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Constantly Think: A Philosophical Interpretation of Thinking in Thomas Bernhard and Friedrich Nietzsche
Foltinová, Daniela ; Thein, Karel (advisor) ; Pelcová, Naděžda (referee)
Daniela Foltinová: Constantly Think: A Philosophical Interpretation of Thinking in Thomas Bernhard and Friedrich Nietzsche The thesis presents a philosophical interpretation on the problem of thinking acquired through the thorough analysis of Thomas Bernhards' novels Gehen, Verstörung and Alte Meister and an interpretation of knowledge, fallacy and thinking in the works of Friedrich Nietzsches' Menschliches, Allzumenschliches and Fröhliche Wissenschaft. The focal question of the thesis is: What does it mean to think? Interpretations of Bernhard held in three lines are always connected with the character in the novel. The fourth interpretation focuses solely on Nietzsches' thinking. There are four interpretations of thinking then. The first one characterizes thinking as a state of chaos taking place in the madmans' mind. The second one leads to the conception of reflective thinking of an observer. Both of them present a negative way of treating thinking as non-thinking. The third one with a storyteller taking thinkers' position shows procesual part of thinking: it is necessarily an activity with no further need for reflecttion or conceptualization. Therefore, it is to be found in the literary form of the novels. The analysis of Nietzsches' thinking emphasizes the need to dispute over the conceptual...
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Human being as zoon politikon and philosophy as education of man (Being in the world human trough experience with language)
Timingeriu, Filip ; Hogenová, Anna (advisor) ; Pauza, Miroslav (referee) ; Kalábová, Helena (referee)
This thesis aims - based on my detailed analysis of the first one of the three Heidegger's lectures on The Nature of Language (Das Wesen der Sprache 1957/58) in which he deals with the possibility of undergoing the experience of speech with the support of the onto-logical starting point, which is overcome by meaning-compliant thinking (besinnlicher Nachdenken) into a poetic experience with a word and with its relation to the entity and non-entity of a thing from the poem by Stefan Georg titled The Word (Das Wort) - to contemplate on the assumptions and limits of the apprehension of the philosophically-educative questioning as the nurture towards thinking, which should inevitably be preceded by the knowledge about what it means to be or not to be brought up in thinking. KEYWORDS education, human being, language, experience, poetry, thinking, Heidegger
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Kindergarten Teacher on the Philosophical Way to Children´s World.
KRÁTKÁ, Hana
This bachelor thesis deals with the philosophizing with children in the preschool age, the conditions in which it can be realized and last but not least with its benefit for children and a teacher. The general characteristic of the child of the preschool age and its way to philosophizing with the kindergarten teacher is presented in the theoretical part. The transcription of particular philosophical interviews with children and the findings which follows them are put in the practical part. The main attention is given to the development of children's minds and general benefit of philosophizing with children of this age.
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Concept Maps and Their Use in Learning of University Students
Zůnová, Tereza ; Kasíková, Hana (advisor) ; Koťa, Jaroslav (referee)
This thesis presents concept maps as an alternative tool for learning of adult university students. The theoretical part explains the changes in the ability to learn of these adult students. The thesis presents basic information about concept maps and describes specific examples for their use by university students. I describe the advantages and disadvantages which bring them this information recording graphical tool. The empirical part combines all topics of the theoretical part. Qualitative research presents the subjective views of adult university students on changes in their ability to learn. They try to create concept map and then they give their subjective views on this tool and their previous experience with it.
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