61 research outputs found
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Character Education in Primary Schools and the New Implementation Education Method of Positive Behavioural Interventions and Supports (PBIS) in the Czech Republic
Full text linkThis article examines character education, which has been assessed as essential for the emotional and social development of children. Character education is included in the curriculum as early as preschool, and it should optimally continue in primary school. Furthermore, the importance of a correct choice of methods and guided reflections is also included. The article also discusses previous experiences with character education and the recommendations provided by the Czech School Inspectorate
Josef Zvěřina on Friendship: My Friend, the Unbeliever
Full text linkThis is a translation of the text written by Czech theologian Josef Zvěřina, originally published in 1969, republished: Zvěřina, Josef. 1995. “Můj přítel nevěrec.” In Pět cest k radosti [The five ways to joy], edited by Jolana Poláková, 79–80. Prague: Zvon
From Aesthetics to Awakeness: A Greenean Approach to Multicultural Narratives in the Classroom
Full text linkThis paper explores philosopher of education Maxine Greene’s position on narratives in multicultural education. Moreover, this paper will look into notions of aesthetic education, social imagination, and “wide-awakeness”: three Greenean concepts that will be examined vis-à-vis multicultural narratives in educational contexts. This triad aims to help both the learner and the educator to emancipate multicultural narratives from the periphery, and to nurture an inclusive philosophy of education in class
Teaching of Medical Students within the Provision of Medical Care in the Itibo Mission Hospital in Kenya: Adra Czech Republic / Kenya Development Co-operation Project
Full text linkThe aim of this article is to describe the preparation of students who go to the Itibo development co-operation project. This includes how clinical practice and medical ethics are taught as part of participating in this project in Kenya. We will try to explain the possible benefits for students and the importance of understanding multiculturalism in the provision of medical care
The Eye of the Storm: Mystical Theology in Dialogue with Teacher Education
Full text linkIn this interdisciplinary paper we explore ways in which medieval mystical theology can inspire religious education teachers in their work in the classroom. One of the major challenges to them is to (help to) understand the tension between religious literacy and religious experience. By using an experiential and imaginative rather than a rational theology, based on the work of the mystics, we hope to clarify this tension. Firstly, we describe the “hermeneutical storm”: a metaphor to understand the complexity of the religious learning process in the context of friction between worlds. Teachers bear witness and need to stand firm at the centre of this clash. Secondly, we present medieval mysticism as a frame of reference to deal with this situation that challenges the modern urge for rational control. We discuss the historical context of the democratization of mystical theology, the multiple genres and the imaginative language mystics use to guide their students during their personal development, exemplified by Hadewijch’s mystical experience as an interplay between Love and Reason. This imaginative theology can offer contemporary religious education teachers insight into the “hidden presence of God” when faced with hermeneutical storms in the classroom and can help them in clarifying the tension between religious literacy and experience
Why Death Should Be a Topic for Education
Full text linkAlthough the Covid-19 pandemic has reintroduced death and dying into awareness and debate, these topics remain in some sense taboo in society. From a philosophical perspective, however, death is closely related to the meaning of life and it is therefore unavoidable to reflect on it. The article attempts to show that reflections on death should be a part of education at different levels
A Spiritual and Religious Speech as a Poem: Inspired by Heidegger’s Fouring
Full text linkoai:filosofievychovycz2.tape.academy:article/4The article is based on Heidegger’s understanding of the world as the so-called fourings, in which one relates to counterparts who are not entirely graspable to him, yet provide a person with a significant orientation. Such an orientation relates to the spiritual aspects of life. It is not possible to speak about them in the same way as everyday things in ordinary or professional scientific language, because by their very nature they do not allow for grasping in the form of definitions. Instead, poetry is presented as a possible testimony of spiritual aspects, the subtle. It does not seek to give a definitive description and explanation, but rather to capture the substance and, above all, to invite humans on the path to what it says. Poetry is presented as an important part of education and erudition, where in the spiritual direction the scientifically conceived language will not suffice
Supporting Moral Development in Medical Students through an Elective Course Focused on Moral Self-reflection
Full text linkDue to the high level of stress experienced during study, the moral development of medical students may be being stunted, and in some cases even regressing, compared to other students of the same age. At the Third Faculty of Medicine, Charles University, we have responded by creating an elective course that offers a safe space for moral self-reflection. The results show that this course can effectively support the moral development in students
Tempting of Speech in Music Education: Reflections on Thomas Mann’s Doktor Faustus
Full text linkThe article deals with the temptation of speech in the teaching of music, as highlighted in Thomas Mann’s Doktor Faustus. Within the framework of the teacher-pupil, pupil-narrator and narrator-reader dialogue in Thomas Mann’s Doktor Faustus, a new perspective on the perception of music is formed without a single note being played. Words are meant to take us to imagery. Correspondingly, is it possible to talk about the music that exists, to construct ideas logically, but to be distant from the identity of what is heard? Such questions are the basis of the hermeneutic spiral of analysis-interpretation and the subject of teacher-pupil dialogue, where true insight can be born