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Sosyphus - life as the constant problem solving
Hejnová, Kristýna ; Pelcová, Naděžda (referee) ; Funda, Otakar A. (advisor)
This diploma thesis deals with the topic of: "Sisyphus - life as the constant problem solving : The Sisyphus-topic as the point of contact of two different circles, A. Camus' existentialism and K. R. Popper's critical rationalism". Sisyphus, who was sentenced to never ending and nonsensical work, leads us to Camus' interpretation of the character in his work "The Myth of Sisyphus". The figure of Sisyphus depicts the symbol of human's life for Camus. Life is characterized by the permanently present awareness of death and absurdity of life itself. This absurdity is based on the silence of the world - as a kind of answering the question about the meaning of life. Camus' message remains optimistic. He overcomes the absurdity through affirmation. The active human being with his rebellion is the answer. Popper neither uses the term "absurdity" nor "absurd". Equally he does not work with Sisyphus-Symbol. But we use the term "Popper's sisyphismus" in this thesis which means the following: Popper advocates, in his critical rationalism, that human being is fallible, the human's reason is able to critical thinking and his destructive (his ability to falsify is meant) activity can bring us closer to the truth. The permanent problem-solving will never stop. Camus' existentialism and Popper's critical rationalism are...
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From absurdity in human existence to togetherness
Hazlbauer, Tomáš ; Pelcová, Naděžda (referee) ; Blažková, Miloslava (advisor)
Lidská existence budila vždy zvědavost myslitelů, avšak až ve 20. století se jí začala filosofie důsledně a cíleně věnovat. Zajímají nás proto autoři, které pro potřebu této práce souhrnně řadíme do skupiny autorů "zabývajících se lidskou existencí" (Franz Kafka, Martin Heidegger, Jean-Paul Sartre, Albert Camus). Na základě analýzy jejich pojetí lidské existence odkryjeme různé způsoby pobývání na světě, které se zdají být spojeny s absurditou a odcizením. Z vypořádání se s nesmyslností existence dospějeme k možným způsobům autentického prožívání a ke spolubytí. Postupně nám vyplyne, že zásadní snahou současného člověka by v heideggerovském smyslu měla být především starost o vlastní bytí. Naše obstarávání tak směřuje k participaci na celku bytí, jehož jsme součástí. Ve spolubytí s druhými a se světem prožíváme autentickou existenci a dotýkáme se celku bytí. Pokud porozumíme celku, už nikdy nepocítíme strach z "cizosti" světa, protože je naším domovem, a nezažijeme "odcizení se" druhým, jelikož jsme tu v našem spolusvětě všichni pohromadě ve spolubytí.
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The Problem of the Natural World in Phenomenology Reflection
Holá, Klára ; Pelcová, Naděžda (advisor) ; Hogenová, Anna (referee)
The thesis called The Problems Of The Natural World In Phenomenology Reflection is supposed to be an attempt of the interdisciplinary social sciences and philosophy conception in terms of these units: everyday life, intersubjectivity, language, world complex, home and freedom. It arises from the comparison of the German phenomenology's conceptions of Edmund Husserl and Martin Heidegger and the Czech philosopher Jan Patočka. It is focused on how a subject reflects his own world, enjoys it and creates it in conjunction with others. It is also concerned with the issue of the education, which helps to form of the enjoyment with the natural world, developing world experience and skills and also forms freedom and responsible attitude towards shared natural world.
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Soul Care and the Problem of Education
Novák, Jan ; Pelcová, Naděžda (referee) ; Hogenová, Anna (advisor)
Care of the Soul and Problem of Education The Czech philosopher Jan Patočka shows two different modalities of soul concepts while thinking about Jan Amos Komenský's heritage for contemporary pedagogy. The close-set soul conceptus supposes simply recognizeable world, modern ideas of its controllability and scientific structure scheme. Education, which means care of the soul in three ways - care of the soul in the sense of cosmos order, in the sense of public and in the personal way, means (following close-set conceptus) formation, preparation and setting up the undone young being for life in the modern society. Reflexions of our contemporary situation find out, that modern situation appears as a crisis. This crisis demands a new approach to education, which could be found in the open-set soul concept. The open-set soul could be described as something incomplete, which is searching its fundamentals all the time. Another characteristic shows affinity of the soul for something superior or sense of own finality. Education in this way unveils itself like repeatedly reached humanity. This kind of education does not mean formation or setting up, this kind of education means revealing context of the world, society and finally own personality. Open-set mind should bring responsibility through this revealing. Every...
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Vaclav Havel and His Philosophical Talent
Urban, Michal ; Pelcová, Naděžda (referee) ; Funda, Otakar A. (advisor)
The thesis deals with the talent for philosophy of a playwright, politician and thinker Václav Havel (born 1936). It examines in what ways is Havel's talent for philosophy active, where it finds its fulfillment and to what degree it has been meaningfully put in practice. In the first chapter the author briefly characterizes the concept of a philosopher and discusses some deceptive notions which are commonly associated with philosophers. The following three chapters reveal Havel's world of ideas and the way Havel works with philosophical topics. The author does so by presenting the themes of responsibility, of the relation between the being and consciousness, and on the problems of the natural world. Havel's approach is always compared with that of other philosophers. In the concluding chapter, Havel's main thinking qualities as well as their limits are described.
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Geriatric problems in pastoral care (The precondition of Christian ethics in care of the old people)
Brzáková Beksová, Kateřina ; Hogenová, Anna (advisor) ; Kučera, Zdeněk (referee) ; Pelcová, Naděžda (referee)
Kateřina Brzáková Beksová GERIATRICKÁ PROBLEMATIKA V PASTORÁLNÍ PÉČI (Postulát křesťanské etiky v péči o seniory) Geriatric problems in pastoral care (The precondition of Christian ethics in care of the old people) Geriatric problems have become an urgent appeal to the present Christian theology and this study wants to relate Christian values to the all dimensions of human life. Pastoral care proposes an approach that integrates biological, psychological, and social changes with existential, spiritual, and value changes. This approach thus calls attention to such gerontological phenomena as the dignity, altruistic love, empathy, and compassionate concern, because that it is impossible to overcome the current ethical relativism without those values.
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Problem of the Natural World in Phenomenology
Holá, Klára ; Pelcová, Naděžda (advisor) ; Hogenová, Anna (referee)
Diplomová práce nazvaná Problém přirozeného světa ve fenomenologické reflexi představuje pokus o interdisciplinární společenskovědné a filosofické pojetí základních pilířů přirozeného světa, kterými jsou: každodennost, intersubjektivita, jazyk, celkovost, domov a svoboda. Vychází především z komparace koncepcí německých fenomenologů Edmunda Husserla a Martina Heideggera a českého filosofa Jana Patočky. Zaměřuje se na způsob, jakým jedinec reflektuje svůj svět, jak jej prožívá a vytváří ve spolupráci s druhými. Zabývá se také otázkou výchovy, která má napomáhat formovat prožitek přirozeného světa člověka, rozvíjet jeho zkušenosti se světem, zdokonalovat jeho schopnosti a utvářet svobodný a zodpovědný postoj vůči společně sdílenému světu. Powered by TCPDF (www.tcpdf.org)
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Word That Matters. Humanity and Ethics in the Thought of Emmanuel Lévinas
Vik, Dalibor ; Vogel, Jiří (advisor) ; Pelcová, Naděžda (referee) ; Altrichter, Michal (referee)
In five chapters, this thesis traces the question of humanity in the thought of the French philosopher Emmanuel Lévinas, mainly in his works De l'évasion (1935), De l'existence à l'existant (1947), Totalité et infini (1961) and Éthique comme philosophie première (1982), which represent various stages of his philosophical development. It offers an exposition of Lévinas's most original concepts, follows their development and sketches their parallel and/or polemic concepts in the European thought, placing them within the context of Lévinas's life-work. For Lévinas, the question of humanity appears as a transpostition of the question of God, who can not become an object of rational inquiry. In conclusion, the question of humanity becomes the theological issue par excellence. This study tries to show how theology can draw inspiration from Lévinas's concepts in various manners: (1) methodology: Lévinas shows what happens to our thought when we follow the principle Sein-lassen in questionning God and when we take this principle as a basis of our theological research; (2) re-thinking: Lévinas offers a critical revision of traditional theological concepts and endows them with existential meaning, (3) marginalized phenomena: Lévinas thoroughly analyzes phenomena, which has been neglected or marginalized by the...
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How to teach philosophy at secondary schools? A contribution to the didactics of philosophy.
Šebešová, Petra ; Strouhal, Martin (advisor) ; Pelcová, Naděžda (referee) ; Pavličíková, Helena (referee)
Title: How to teach philosophy at secondary schools? A contribution to the didactics of philosophy Author: Mgr. Petra Šebešová Abstract: The thesis presents a first attempt to propose a complete didactic conception of philosophy education at secondary schools in the Czech Republic. The author thus responds to the unsatisfactory correspondence between the key competences and the content of the teaching subject area called Civics and the introduction to social sciences as they are defined in the Czech curricular documents for secondary schools, as well as she responds to the lack of Czech literature concerning the didactics of philosophy. The development of students'philosophical thinking is taken as the main teaching aim of the presented conception. This claim is supported by arguments based on the specific nature of philosophy and on literature on didactics of philosophy from abroad. Philosophical thinking is for teaching purposes divided into the following philosophical competencies: text understanding and interpretation, text writing, discussion, work with concepts, argumentation, problem solving, reflection (including critical examination and evaluation), responsible decision-making and action. These competencies are elaborated into partial skills enabling their gradual training. Means recommended for...
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Portrayal of Children in Komenský, Locke and Rousseau
Šístek, Martin ; Pelcová, Naděžda (advisor) ; Hogenová, Anna (referee)
Když jsem se před čtyřmi lety stal oddílovým vedoucím na dětském letním táboře, svářely se v mém prožívání dvě kontrární tendence. Na jedné straně mě práce s dětmi hluboce naplňovala, na straně druhé mě atakoval silný pocit odpovědnosti za svěřence. Nemaje zkušeností, tápal jsem v běžných denních situacích, jak se co nejlépe zachovat, aby se problémy vyřešily pokud možno s nejmenšími možnými zápornými dopady na život dětí. Bezmocnost, kterou pravdivý vychovatel pociťuje před složitou skutečností výchovy, před těmi jejími antinomiemi, které nelze jednou provždy vyřešit, mě přivedla ke studiu pedagogických klasiků. Na rozdíl od deskriptivních dějin pedagogiky umožňuje filosofie výchovy zkoumat pedagogické myslitele ze širšího hlediska. Umožňuje reflexi jejich díla v rámci širších celků. Tato reflexe pak slouží k většímu rozhledu v tíživém chvění oněch výchovných antinomií, které pak už nejsou pravdivým vychovatelem přijímány jen jako prokletí, nýbrž jako odvaha vydávat se na nikdy nekončící dobrodružnou cestu za Pravdou, Krásou a Dobrem, za touto trojicí, kterou výchova v širším i užším smyslu slova zcela jistě je.
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