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Outline of the Philosophical Concept of the Child and the “Child in us”
Full text linkIn this article, an outline of the philosophical concept of the child is presented, based on the central idea that our childhood and the child we were is not a thing of the past, but is always present within us, at any age. This “Child in us” is not only our longing for love but is the very love that secretly persists within us. In our lives, we long for this love; we are constantly searching for that ancient “child within us”, mostly without knowing that we are always that child – love
Reading as a Creative Process in the Pedagogy of Hugh of St Victor
Full text linkThe pedagogical work of the Victorines represents not only one of the greatest contributions to the history of education in medieval times, but it is also a new and inspirational instrument that combines the reading of classic works with the reading of the Holy Scripture. The topic of this article is to describe the basic lines of pedagogical thinking of one of the doyens of medieval pedagogy – Hugh of St Victor (†1141) – which he introduced in his first medieval didactics, The Didascalicon. The work focuses on the topic of reading, which is broadly thematised in the text. It looks at it through the prism of metaphors used by Hugh to explain readin
Platonic Curriculum and the Allegory of the Cave
Full text linkThe following paper attempts to show and take into account in basic terms the unity and direction of the movement of education as presented in Plato’s Republic. We show that education, according to Plato, essentially involves a claim to knowledge in the sense of understanding what is valid regardless of space and time and acting on the basis of norming oneself by this understanding. Then, namely, in the sense of this distinction, an educated person is one who is able to distinguish the important and the unimportant in his knowledge and in his life
Levinas on Teaching
Full text linkThe teaching relation has always been a puzzle. Some take education as the passing on and acquisition of information. They regard the lecture format as crucial. Others see it in terms of developing the reasoning ability of students. In seminars and conversations, they strive to have their students reflect and learn to “think for themselves.” Their goal is a rational individual capable of insight. Levinas, the French Philosopher, who famously positioned ethics as first philosophy, i.e., as determinative of how we think of ourselves and our world, advances a novel view, one springing from the “face to face” relation. In this article, we explore how his understanding of this relation leads to his situating education in an ethical context
One Triangle and More – MORe3.1.2: Meaning-Oriented Reflection 3.1.2
Full text linkThe educational technique of ‘meaning-oriented reflection’ originally highlights two angles ‘thinking’ and ‘feeling’, prior to ‘wanting’ and ‘doing’. This article emphasises that due to differences among world-philosophies, an additional third angle on ‘being inspired’ by a higher power is applicable. Bringing these three angles into ‘being aware’ precedes ‘wanting’ and ‘doing’. Based on interviews and higher educational interventions, the revised ‘meaning-oriented reflection’ appears to be a useful educational technique. However, the question remains: How to implement MORe3.1.2 among educators and other professionals who may only reflect rationally
From the Well of Life Nobody Can Drink Alone: Fundamental Theology and Youth Ministry in Conversation
Full text linkThis article attempts to sketch possibilities for encounter between fundamental theology and youth ministry understood as practical theology. It argues that both specific disciplines may enter into mutually fruitful dialogue when they will open their respective disciplinal identities in terms of seeing their own theological task in a more holistic way. Endeavouring a holistic theology makes theology a more organic, welcoming, and hospitable place. This could become an argument for including the theological voices of young people into serious consideration as well
Theology of Education in the Second Vatican Council’s Gravissimum Educationis
Full text linkTheology of education regards the growth in the journey with God and being with God and others. Gravissimum Educationis (GE) calls for moral learning in education, and specifically Christian education so Christians grow in God, become more Christ-like (theosis) and an active participant in society, thus bringing Christianity to the world. The document also encourages different theological means of communicating the faith to educate Christians and reach out to others. This paper identifies both of these themes in GE, focusing on the early sections of the document