Theology and Philosophy of Education

Dedication to the Truth

Timothy Quinlan — Fri, 20 Dec 2024 00:00:00 +0100

The main thesis of this article is that Newman’s philosophy of education can only be understood within his Christian vision of the nature and vocation of humankind. That vision included a deep appreciation for real dialogue and human encounter at the very heart of education as well as an equally profound understanding of the deep complexity and inter-relation of all areas of knowledge including that of theology among the many subjects taught at university. For Newman, education, like truth, must result in wisdom and positive action as well as more intellectual and theoretical advances. Real education informs the intellect as well as forming the moral heart of the person. We may learn all the knowledge available to us, but we must also be agents of that knowledge by acting morally for the wellbeing of our fellow human beings, that is, in Newman’s language, to be able to marry our doctrine (knowledge) with our devotion to action and prayer (spirituality).

Reflection, Action and the Double Transformation

Paul Lentern — Fri, 20 Dec 2024 00:00:00 +0100

An examination of the ‘Jocist’ reflection/action method as a tried and tested means of effective social transformation as well as profound personal transformation for the individual. Widely recognised for its efficacy as a tool used among young workers and students, the reflection/action method is equally valuable in animating lay women and men, of all ages, in the much neglected work of the lay apostolate and the task of being a ‘leaven’ in the world (Lumen Gentium N31).

The Theme of Love in Religious Education Built on the Story of Psyche and Orual

Lucia Bieliková — Fri, 20 Dec 2024 00:00:00 +0100

The 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.

Individuation and Movements of Existence in Jan Patočka

Lina Marcela Gil-Congote — Fri, 20 Dec 2024 00:00:00 +0100

Jan Patočka addresses the concept of individuation in relation to the three movements of existence. This article argues that education functions as a process of individuation, requiring educators to engage with the third movement of existence in order to summon learners’ potential in their search for truth, autonomy and responsibility. The article is structured into three sections: Education in Patočka, Individuation and the movements of existence, and Pedagogical implications of the third movement, characterized by the open soul, as the horizon of education.

The Concept of Education of Paweł Smolikowski CR (1849–1926)

Dominika Jagielska — Fri, 20 Dec 2024 00:00:00 +0100

Paweł 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.

The Role of Teacher and Pupil in the Context of Autonomous Learning

Jana Kucharová — Fri, 20 Dec 2024 00:00:00 +0100

The paper offers a brief overview of the role of teacher and pupil in the context of autonomous learning. An autonomous pupil means an active pupil. His activity consists not only in motivation to learn, but also in participating in social processes, defining one’s own goals and responsibly managing the way to achieve them. The teacher accompanies the active student through the learning process as a manager, mediator, advisor, but also as a fellow pupil. The aim of the paper is to specify the roles and characteristic features of the autonomous teacher and pupil and to point out their differences with respect to the traditional perception of the teacher and pupil in the process of upbringing and education.

Theology and Philosophy of Education or on the Meaning of Academy

Zuzana Svobodová — Fri, 20 Dec 2024 00:00:00 +0100

The meaning of academy given in Athens in antiquity is connected with the aim of the journal Theology and Philosophy of Education. This text explains the journal's conceptual roots with methodological distinctions. Both the role of the phenomenological approach and key persons are mentioned.