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Human in the light of science
Houdek, Tomáš ; Novák, Aleš (advisor) ; Chavalka, Jakub (referee) ; Prázný, Aleš (referee)
The paper thematizes the concept of science in mid- and late thinking of Friedrich Nietzsche in the context of his understanding of scientific cognition of both: human and its world. The study introduces the problem of science and cognition in general in connection with significant motives of Nietzsche's thinking: morality, the revaluation of all values, thinking and living "beyond good and evil", freedom, human body, the superhuman motive, ascetic ideals, and more. Emphasis is put on the problem of veracity in the context of Nietzsche's attitude to idealism. Keywords Human; Superhuman; Nietzsche; Moral Philosophy; Cognition; Truth; Error; Intelect; Body; The Will to Power; Drive and Instinct; Evolution; Idealism; Nihilism; Amor fati; Beyond Good and Evil; Freedom; Ascetic ideals
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The Cosmological Education by E. Fink
Dědečková, Eva ; Pelcová, Naděžda (advisor) ; Semrádová, Ilona (referee) ; Nezník, Peter (referee)
This thesis "The Cosmological Education by E. Fink" represents modified and extended text of the publication (2018), which was the result of the grant project GA UK. Through commented translations of the excerpts of Fink's books, parts of his diaries, unpublished notes from his written inheritance, stored in the University archive in Freiburg, this thesis aims to bring new perspective and to provoke discussion about his cosmological philosophy as a possible way of the future social self-development in the nihilistic era. The cosmological philosophy of education shows Fink, the best former student and assistant of the founder of phenomenology, Edmund Husserl, in a quite surprising light - as a radical thinker of Nietzsche's philosophical and educational legacy. Fink knowingly departs from husserlian phenomenology, what is closer described here in the additional chapter dedicated to the problem of technique, science and work. The method of the research intuitively seeks and critically reflects Fink's own way of thinking about the problem of education, which is inseparable from his constant dialogue with the history of philosophy, necessity of the revaluation of the metaphysical bounds and consecutive understanding of a man as ens cosmologicum, what reflects also the structure of the thesis. KEYWORDS...
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