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Authentic Man Jan Patočka
Mrázek, Jan ; MARUŠÁK, Radek (advisor) ; ČERNÍK, Roman (referee)
This work is a description of the realization of a pedagogical project that uses the method of drama in teaching philosophy. It's themes are the truth, authenticity and Charter 77, with focus on the personality and work of Jan Patočka. It is divided into a theoretical and practical part. The theoretical part presents the creation of the project, the preparation of the realization, the philosophical starting points and also the analysis of the methodology of drama in philosophy. In the practical part, the realization of the project is being described, with notes on the fulfillment or non-fulfillment of the starting points from the theoretical part. The key method of the work is reflection. It is set between pedagogy, philosophy and theater and aims to draw methodological conclusions from the implementation of the project. These conclusions are based on pedagogical and philosophical assumptions. This work may be an inspiration for pedagogues dealing with the combination of drama and other disciplines in teaching or for educators seeking the philosophical foundations of their work.
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Adulthood by Hannah Arendt
Šprta, Marian ; Pinc, Zdeněk (advisor) ; Hogenová, Anna (referee) ; Lášek, Jan Blahoslav (referee)
The task of a work is to search and report on Hannah Arendt's conception of a maturity. This topic emerges in her work at describing her great issue, common crisis of modern world, which ended up in a totalitarian 20th century systems, how she declares at her papers Between past and future. This problem of philosophical anthropology and philosophy of education (Hannah Arendt didn't consider herselves as a philosopher or educationalist however) consecutively we must observe in broader context of her basic and the most systematic work The Human Condition, which can give us a Arendt's philosophical and political thinking concepts and terms. At rudimentary parts of the thesis we deal with her topic of break of tradition, which lead to mulling over basic pillar columns of tradition, commenced at ancient Rome, at first rate history, then religion, freedom, culture, authority, education. On the last one is visible her understanding of maturity. We are reporting problem of personality at her thinking likewise, which was influenced by phenomenology. Centrum of personality is "Who", unknowable to himself, disclosing sensually to other threw action and speaking so that in action in adulthood.
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Axiological Dimension in Education and Cultivation
Göbelová, Taťána ; Dorotíková, Soňa (advisor) ; Kolář, Zdeněk (referee) ; Demjančuk, Nikolaj (referee)
To bring up and educate any person means to guide him/her to understand basic notions o f what a man can be and what is his/her mission. Such orientation towards being (existence) as an "active a ltern ativ e" implies orientation in constitutive values o f humanity based on which we create our attitude towards the world. My PhD Thesis named "Axiological Dimension in Education and U p b r in g in g " is focused on raising questions and developing arguments in the following area: which values and objectives should become the priority in education and upbringing o f the early 2 1 st century. There is one o f the core documents which tries to specify the above issues, e.g. the Report " Learning is Hidden W e a lth " elaborated by the UNESCO International Com m issio n - the "Education for the 21st c e n tu r y " headed by Jacques Delors. The four basic pillars are "to learn to co g n iz e " , " to learn to act" , "to learn to live to g e th e r " and "to learn to b e" and point out the necessity of philo sophical reflexion. They are linked with the basic philosophical questions postulated by Kant: " What can I k n o w ? " , "What can I do" , "What can I hope f o r? " and "What is a human being like?" Powered by TCPDF (www.tcpdf.org)
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