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The issue of Areté in the philosophy of Anna Hogenová
Urbášek, Aleš ; Rybák, David (advisor) ; Hogenová, Anna (referee)
This work aims to look at the thought motives of Anna Hogenová, leading primarily to an understanding of the meaning of the virtue called Areté. Aretes as abilities in an individual, concrete situation to capture the whole, one that is not conceptually definable and does not prove to be a verifiable being. The path to understanding such a whole begins with René Descartes and the subsequent emergence of the phenomenology of Edmund Husserl, followed by Heidegger, who demonstrates the possibility of capturing the whole in the so-called moods. In Patoček's understanding of the whole, we already see a direct connection with Hogenová, who claims that these are precisely the units that have been forgotten today, even thanks to empirical science. Areté is also introduced in the context of education, where its purpose, according to Hogenová, should be to bring to the whole. In addition to the central motif, the work also tries to capture the philosopher with its main themes, such as the issue of the beginning or the need to live life from its own source. KEYWORDS Hogenová, Areté, education, whole, phenomenology
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Philosophical Analysis of Sport
MAREŠ, Lukáš
Submitted thesis tries to grasp philosophically the phenomenon of sport. Attention is devoted to its historical roots, etymology, original meaning and early forms. Also, the relationship between traditional and modern sport is introduced. With respect to distant and recent past the author identifies two fundamental features of sport, which are game together with play and physical movement. Both features are elaborated in detail and captured philosophically. The focus of this thesis is put on sport with its formal aspects as well as on a sporting athlete. The author then presents a discussion regarding the definition of sport and his own position with respect to this topic. This text also deals with the role of sport in human life. The thesis offers reader an opportunity to become acquainted in detail with sport and its philosophical dimension.
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Arete, education, sport
Kalenský, Petr ; Hogenová, Anna (advisor) ; Kalábová, Helena (referee) ; Semrádová, Ilona (referee)
The term ARETE originated in Ancient Greece. It refers to intentional state of mind which leads to correct task-performing. Prof. Patočka considered ARETE a classification of free life. It is a certain virtue of man who not only focuses on his life but also tries to build a space for his realization by perceiving the true nature of things and acting in harmony with it. In this sense Heraclitus had already spoken about ARETE and similar conclusions were drawn by taoists in China,too. Education was highly regarded in Ancient Greece. A man could acquire ARETE through education. However, a teacher could not teach in such a way we understand nowadays. The teacher must be rather a tutor who is leading a student up the right path to the good as Socrates used to teach in Athens. It is not about quantity of knowledge but it is important to know fundamental principles, to understand relationships, to know their background. Sport was held in honour of the Gods, it was sacred. A winner of the Olympic Games proved his gratitude to Gods by achieving his success. The origin of the Olympic Games was then entirely based on ARETE. Key words: ARETE, education, sport, harmony, Olympic Games
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Philosophy of sport
Pilátová, Lucie ; Hogenová, Anna (advisor) ; Blažková, Miloslava (referee)
The thesis focuses on the philosophy of sport and historical analysis concerning the idea of the Olympic Games. Furthermore, the thesis aims to make the reader acknowledged with the historical beginnings of sport and evaluates various attitudes and changes concerning the initial sport philosophy and the perception of "Olympism" nowadays. More specifically we are trying to find the answer for the question how is sport in Antique different from its modern perception. In addition, the matter whether the change enables to imply the differences between the role of sport in the period of Antiquity and contemporary society, is being further discussed. The thesis is based on historical events and philosophical ideas of the origin of Antique Olympic tradition together with facts which led to the downfall and attenuation of sport in the medieval era. Moreover, it describes the birth of modern sport in its cradle in England and its revival in 19th and 20th century.
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Philosophy of Sport
MAREŠ, Lukáš
This bachelor thesis is concerned with physical activities in ancient Greece, specifically in time of philosophers Socrates, Plato, and Aristotle. Emphasis is put on presenting a broad historical framework, especially because physical activities were closely connected with other areas of human life, namely with religious cult and philosophical questioning. It is the relationship between sport and philosophy which has the major attention. The main task of this thesis consists in presenting physical activities as the important part of the competitive culture in ancient Greece. Described, explained, and compared are fundamental principles and ideals of ancient Greek sport. Special attention is given to its role in educational process. In this sense, physical activities are presented as a suitable instrument for both physical and mental formation of man. Through bodily exercises, individuals were able to achieve higher dimensions of reality, acquire certain virtues, and consequently realize their own potential. Because of these and many other reasons, physical activities in ancient Greece can be a valuable source of inspiration also for people of today. This thesis tries to present them exactly in this way.
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Good in the philosophy of Plato and Aristotle
TOMÁŠKOVÁ, Kateřina
The present thesis deals with the question of goodness in ethical thinking of Plato and Aristotle. The work aims to answer two research questions: How did Plato and Aristotle perceive the essence of goodness in human life? What are we supposed to do in order to accomplish human well-being? The first chapter contains a brief summary of ethical ideas of both philosophers. In the following chapters their concepts of areté, soul and goodness are analysed and compared. The comparison supports the fact that both Plato and Aristotle basically agreed on the essence of human goodness. They consider it the sole criterion of human well-being, both of them connect it with moral values and argue that it can be only achived through life in accordance with the virtues. On the other hand, Plato and Aristotle differ from each other in the way how can be such human goodness and well-being achieved. Aristotle's views based on the ethical issues, however, can not be perceived as totally different from those of Plato, but rather as a further elaboration and supplement of his ideas and opinions.
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Education for virtues as a legacy of ancient philosophers
BUDÍNOVÁ, Soňa
This work deals with education for virtues in Ancient Greece and Rome and is looking for common elements that can be traced in current educational practice as a reference to this education. It focuses on several important philosophers: Socrates, Plato, Aristotle, Cicero, Seneca and Quintilianus. It examines the virtues which were considered to be the most important, how one can reach them and if they can be learned. The final chapter describes how the antique education for virtue influenced the contemporary Czech education, particularly in the General educational programme for basic education and General educational programme for high schools.
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Who is Afraid of Being Smart?
Chvatík, Ivan
Although the dialogue is formally aporetical, this paper argues that Plato succeeded in grapsing – between the lines – the phronesis Charmides is looking for. However, this is not possible by means of a definition, since phronesis is neither a thing nor substantial knowledge. It seems to be a sort of self-reference, an ability to project one’s acting in unpredictable situations, to judge if something was done well or wrong, to consider what one knows and what not. Hence phronesis is the ability which precedes and makes any knowledge possible and without which nobody can act well and be happy. In this sense the phronesis of this dialogue is closely connected with the Platonic concept of the good and has much in common with the Platonic concept of human "immortality".
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Why to Go to Study with Euthydemus?
Chvatík, Ivan
The paper attempts to show that the purpose of the Euthydemus is not to ridicule the sophist’s art of disputation, but rather to point out the problems which serious philosophical dialectics encounters in the very essence of language, especially as concerns initiating others into this highest of all human activities. As the author sees it, the dialogue denies the possibility of teaching philosophy as the supreme human virtue and way to bliss, while explaining the paradoxical characteristics of such a virtue. This special virtue, i.e. human rationality (phronesis), is inherent in human beings; one cannot learn it extrinsically, but merely cultivate it as such. The author finally suggests further consideration of whether Plato’s concept of phronesis can be identified with his idea of the Good.
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