61 research outputs found
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Unity-in-diversity: A framework for aesthetic appreciation in addressing global challenges within and beyond art education
Full text linkThis paper addresses the educational challenges surrounding the teaching of aesthetic engagement in technological societies, where the arts are often overshadowed. It highlights the need for a more comprehensive understanding of aesthetic engagement and proposes a transdisciplinary approach to aesthetic appreciation based on the “unity-in-diversity” framework. This framework aims to foster empathy, inclusivity, and critical reflection. In doing so, it offers a valuable means of addressing global crises in an increasingly technological era
Education and Human Bonds
Full text linkThe text explores the relationship between philosophy, theology, and education, clarifying the concepts of philosophy of education and theology of education within the context of the journal Theology and Philosophy of Education. Particular attention is taken to the discovery of freedom through essential questions beginning with the word “why”. Emphasis is placed on a critical examination of the relationships that establish a connection to truth as the authority one serves. All articles published in the first issue of the fourth volume of TAPE are introduced
Integral Human Development in the Educational Vision of Pope Francis: A Theological and Philosophical Inquiry
Full text linkThis article engages the distinctive educational vision of Pope Francis, placing it within the broader theological and philosophical framework of integral human development. By interpreting the complementary scriptural, magisterial, and philosophical strands that inform the pontiff’s reflection – especially the central loci of Catholic social doctrine, personalist thought, and recent papal exhortations – the examination reveals that the recent ascendancy of technocratic rationality has noticeably attenuated the authenticity of contemporary educational practice. Consequently, a more comprehensive and intercipient model of human formation is warranted. The resulting pedagogical paradigm is conceived as a praxis that is at once moral and spiritual, which aspires to engender persons endowed with a reflective consciousness of solidarity, a disposition toward the global common good, and a sustained attentiveness to transcendent horizons. By articulating the exigencies that this vision entails, the inquiry further discerns several concrete paths toward worldwide educational renewal. The suggested reform agenda is thereby assigned not merely to the purview of Catholic institutions, but is equally pertinent to secular educational frameworks and to interconfessional collaborative projects that endeavour to cultivate a genuinely human centre of formation
Creative Love in Education: Integrating traditional and critical theological approaches
Full text linkThis article examines the integration of theology and critical thought to develop educational love capable of generating transmissible values. Drawing on Rabbi Nachman of Breslov’s philosophy, it argues that expanding apophatic theology through critical thinking can form a transformative educational framework. This love emerges from recognizing human consciousness limitations, fostering a reciprocal teacher-student dynamic. The analysis reveals that acknowledging boundaries paradoxically creates a relationship where mutual recognition transcends preliminary ideologies. Creative Love in Education offers practical applications for classroom environments that honor both individual potential and communal values
Religious Education in Germany – Challenges and Opportunities
Full text linkThe dilemma of religious education in Germany is that, on the one hand, the subject is excellently protected by the constitution, and on the other hand, conceptual and content-related changes appear inevitable due to societal transformation processes. Therefore, religious education requires justification both to society and to the church. Various perspectives must be considered for its future design: the objective for the children and young people learning it, the internal didactic structure of the subject, the global task of enabling students to deal with plurality, and questions regarding the organizational orientation of the subject
The Question of Meaning as a Path to Transformation. Part 1: An Inspiring Image
Full text linkThe article contributes to the discussion about the role of the question of meaning in education. Its author advocates a form of teaching that, beyond the acquisition of competencies, also emphasises the possibilities for students’ inner transformation and individuation. This article is the first part of a series of three texts. In it, the author formulates the question of meaning based on an image that a teacher can use in class. Through this image, he describes his own experience with the question of meaning, which has accompanied him throughout his life. This personal narrative encourages students to identify their own encounters with the question of meaning
Shaming as a Key Factor in the Process of Personality Disintegration
Full text linkThe text interprets shame as a fundamental way of social-moral experience of the world. This moral emotion is then crucial for self-awareness and the constitution of relationships with others. It is in this specific bodily experience of Self and relation to others that the ambiguity of the depersonalised Self opens up
Hope in Education as Hope in Love
Full text linkTheology and Philosophy of Education is a journal dedicated to education. However, in what respect does it deal with education? What is the situation of current education? What is the main role of the school today? All articles from the first issue of the third volume of the journal Theology and Philosophy of Education are presented
The Theme of Love in Religious Education Built on the Story of Psyche and Orual: An analysis of the didactic potential of the work of C. S. Lewis – Till We Have Faces
Full text linkThe article presents a brief analysis of the well–known novel by C. S. Lewis Till We Have Faces with regard to its didactic potential in religious or ethical education. It focuses on the theme of love and the fundamental principles on which interpersonal relationships should be built from a Christian perspective. In the story of the mythological sisters Orual and Psyche, the author has depicted all the key ideas about the nature of love and its relationship to God that are also found in Deus caritas est, the encyclical on the love of God by Benedict XVI. The ambition of this article is to present these basic motivational story lines as a starting point for the possible use of this work in school teaching or catechesis
The Concept of Education of Paweł Smolikowski CR (1849–1926)
Full text linkPaweł Smolikowski CR was a priest, missionary, doctor of theology, as well as a philosopher, historian and writer. A member of the Resurrectionist congregation, he is still regarded as one of the main representatives of Resurrectionist philosophical and pedagogical thought at the turn of the nineteenth and twentieth centuries. He left behind a rich legacy. His concept of education fits in with the Resurrectionist educational system that was introduced in many places in Europe. In this article, I would like to present the main elements of Paweł Smolikowski's concept of education with emphasis along with its anthropological foundations