"1213-3809" . "Jak ve filosofick\u00E9 antropologii, tak v existencialistick\u00E9 filosofii byl polo\u017Een d\u016Fraz na jedn\u00E1n\u00ED v t\u011Bsn\u00E9m sepjet\u00ED s t\u00E9matem osoby. K prom\u00FD\u0161len\u00ED kl\u00ED\u010Dov\u00FDch probl\u00E9m\u016F lidsk\u00E9 existence je dodnes hodno pozornosti personalistick\u00E9 v\u00FDchodisko: nejsem osobou, pokud nejedn\u00E1m, tj. pokud se aktivn\u011B nerozhoduji a k u\u010Din\u011Bn\u00FDm rozhodnut\u00EDm se nep\u0159ihla\u0161uji. Pedagog se v t\u00E9to perspektiv\u011B pohybuje mezi Skyllou a Charybdou: je t\u00EDm, kdo by se m\u011Bl pokou\u0161et o nen\u00E1siln\u00E9 veden\u00ED k odpov\u011Bdn\u00E9mu aktivismu, ale ve sv\u00E9 \u010Dinnosti by nem\u011Bl sklouznout k indoktrinaci, manipulaci a n\u00E1tlaku. Otev\u0159en\u00ED ot\u00E1zky spirituality a v\u00FDchovy k duchovn\u00EDmu \u017Eivotu znovuo\u017Eivilo t\u00E9ma, kter\u00E9 nechal vyhasnout pozitivismus a kter\u00E9 nepat\u0159\u00ED ani mezi leitmotivy vlivn\u00FDch proud\u016F postmodern\u00ED filosofie: t\u00E9ma nezp\u0159edm\u011Btniteln\u00FDch skute\u010Dnost\u00ED, ozna\u010Dovan\u00FDch v Marcelov\u011B filosofii jako tajemstv\u00ED. Je t\u0159eba, aby se i v pedagogick\u00E9m diskursu reflektovalo nap\u011Bt\u00ED, kter\u00E9 existuje mezi koncepc\u00ED reality jako souboru probl\u00E9m\u016F na jedn\u00E9 stran\u011B a pojet\u00EDm skute\u010Dnosti jako celku, v n\u011Bm\u017E ne v\u0161e (a mo\u017En\u00E1 pr\u00E1v\u011B to nejd\u016Fle\u017Eit\u011Bj\u0161\u00ED) m\u016F\u017Ee b\u00FDt objektivizov\u00E1no v probl\u00E9m. Pr\u00E1v\u011B spiritualita netvo\u0159\u00ED samostatnou p\u0159edm\u011Btnou oblast, n\u00FDbr\u017E sp\u00ED\u0161e nep\u0159edm\u011Btn\u00FD p\u0159edpoklad na\u0161eho postoje k \u017Eivotu a sv\u011Btu. Pokud se nem\u00E1 st\u00E1t v\u00FDchova ke spiritualit\u011B ideologick\u00FDm \u010Di dokonce pr\u00E1zdn\u00FDm pojmem, je t\u0159eba jej\u00ED koncepci \u0159\u00E1dn\u011B promyslet. K projas\u0148ov\u00E1n\u00ED t\u00E9to \u00FAvahy m\u016F\u017Ee pedagogika nal\u00E9zt podn\u011Btn\u00E1 v\u00FDchodiska v personalistick\u00E9 (marcelovsk\u00E9) inspiraci, jej\u00ED\u017E kr\u00E9do lze snad zformulovat takto: je bytostn\u011B d\u016Fle\u017Eit\u00E9 tv\u00E1\u0159\u00ED v tv\u00E1\u0159 ohro\u017Een\u00EDm modern\u00EDho sv\u011Bta hledat nejen prost\u0159edky minimalizace jejich dopadu na d\u00EDt\u011B, ale t\u00E9\u017E probouzet v nastupuj\u00EDc\u00ED generaci nad\u011Bji, \u017Ee sv\u011Bt je m\u00EDstem, jemu\u017E lze %22otev\u0159\u00EDt kredit%22 - jemu\u017E lze d\u016Fv\u011B\u0159ovat navzdory %22poku\u0161en\u00ED beznad\u011Bje%22." . "Strouhal, Martin" . . "RIV/00216208:11210/13:10195842" . . . "Tajemstv\u00ED, \u010Din a nad\u011Bje. Vybran\u00E9 motivy Marcelovy filosofie jako inspirace pro v\u00FDchovu ke spiritualit\u011B" . "Tajemstv\u00ED, \u010Din a nad\u011Bje. Vybran\u00E9 motivy Marcelovy filosofie jako inspirace pro v\u00FDchovu ke spiritualit\u011B" . . "I" . . "CZ - \u010Cesk\u00E1 republika" . "2" . "Paidagogos" . "RIV/00216208:11210/13:10195842!RIV14-MSM-11210___" . . "Mystery, act and hope. Selected themes of Marcel's Philosophy as inspiration for education towards spirituality"@en . . . . "Tajemstv\u00ED, \u010Din a nad\u011Bje. Vybran\u00E9 motivy Marcelovy filosofie jako inspirace pro v\u00FDchovu ke spiritualit\u011B"@cs . . . "In both philosophical antropology and existential philosophy, the emhasis is on acting as being closely related to the theme of person. Personalistic point of departure in relation to reflecting on key problems of human existence is noteworthy even today. I am not a person unless I act, i.e. unless I actively participate in decision-making process and take responsibility for the decisions made. In this respect, a pedagogue is somewhere between Scylla and Charybdis: he is the one that should be trying to guide the young spontaneously towards responsible activism without slipping into indoctrination, manipulation and pressurizing. By opening the problem of spirituality and education towards spiritual life, Marcel's subject-matter that was quitened by positivism and ignored by influential post-modern philosophical trends has been revived. The subject-matter of non-objectifiable realities that Marcel refers to as mystery. It is quite essential that the pedagogical discourse reflects the tension that exists between the concept of reality as a set of problems and understanding reality as a whole/totality in which some things cannot be objectified into a problem. Spirituality does not stand as an independent subject or theme but it is rather an non-objectifiable premise of our attitude to life and the world. In order to prevent education towards spirituality from becoming ideological or even from becoming an empty concept, it is necessary to think its conception through properly. Pedagogy could find stimulative departure points that would help clarify this contemplation in (Marcelian) personalistic inspiration. Its credo can be defined as follows: face to face to the perils of the modern world it is absolutely essential not only to search for ways to minimalize their impact on the coming generation but also to inspire hope that the world is a place which can be trusted despite the %22temptation of despair%22."@en . "Tajemstv\u00ED, \u010Din a nad\u011Bje. Vybran\u00E9 motivy Marcelovy filosofie jako inspirace pro v\u00FDchovu ke spiritualit\u011B"@cs . "Mystery, act and hope. Selected themes of Marcel's Philosophy as inspiration for education towards spirituality"@en . "[3DAFC734A484]" . . . . . "Ko\u0165a, Jaroslav" . "2"^^ . "2013" . . "22"^^ . . "11210" . "to be x to have.; primary and secondary reflection; hope; mystery x problem; existence; education; spirituality"@en . "Jak ve filosofick\u00E9 antropologii, tak v existencialistick\u00E9 filosofii byl polo\u017Een d\u016Fraz na jedn\u00E1n\u00ED v t\u011Bsn\u00E9m sepjet\u00ED s t\u00E9matem osoby. K prom\u00FD\u0161len\u00ED kl\u00ED\u010Dov\u00FDch probl\u00E9m\u016F lidsk\u00E9 existence je dodnes hodno pozornosti personalistick\u00E9 v\u00FDchodisko: nejsem osobou, pokud nejedn\u00E1m, tj. pokud se aktivn\u011B nerozhoduji a k u\u010Din\u011Bn\u00FDm rozhodnut\u00EDm se nep\u0159ihla\u0161uji. Pedagog se v t\u00E9to perspektiv\u011B pohybuje mezi Skyllou a Charybdou: je t\u00EDm, kdo by se m\u011Bl pokou\u0161et o nen\u00E1siln\u00E9 veden\u00ED k odpov\u011Bdn\u00E9mu aktivismu, ale ve sv\u00E9 \u010Dinnosti by nem\u011Bl sklouznout k indoktrinaci, manipulaci a n\u00E1tlaku. Otev\u0159en\u00ED ot\u00E1zky spirituality a v\u00FDchovy k duchovn\u00EDmu \u017Eivotu znovuo\u017Eivilo t\u00E9ma, kter\u00E9 nechal vyhasnout pozitivismus a kter\u00E9 nepat\u0159\u00ED ani mezi leitmotivy vlivn\u00FDch proud\u016F postmodern\u00ED filosofie: t\u00E9ma nezp\u0159edm\u011Btniteln\u00FDch skute\u010Dnost\u00ED, ozna\u010Dovan\u00FDch v Marcelov\u011B filosofii jako tajemstv\u00ED. Je t\u0159eba, aby se i v pedagogick\u00E9m diskursu reflektovalo nap\u011Bt\u00ED, kter\u00E9 existuje mezi koncepc\u00ED reality jako souboru probl\u00E9m\u016F na jedn\u00E9 stran\u011B a pojet\u00EDm skute\u010Dnosti jako celku, v n\u011Bm\u017E ne v\u0161e (a mo\u017En\u00E1 pr\u00E1v\u011B to nejd\u016Fle\u017Eit\u011Bj\u0161\u00ED) m\u016F\u017Ee b\u00FDt objektivizov\u00E1no v probl\u00E9m. Pr\u00E1v\u011B spiritualita netvo\u0159\u00ED samostatnou p\u0159edm\u011Btnou oblast, n\u00FDbr\u017E sp\u00ED\u0161e nep\u0159edm\u011Btn\u00FD p\u0159edpoklad na\u0161eho postoje k \u017Eivotu a sv\u011Btu. Pokud se nem\u00E1 st\u00E1t v\u00FDchova ke spiritualit\u011B ideologick\u00FDm \u010Di dokonce pr\u00E1zdn\u00FDm pojmem, je t\u0159eba jej\u00ED koncepci \u0159\u00E1dn\u011B promyslet. K projas\u0148ov\u00E1n\u00ED t\u00E9to \u00FAvahy m\u016F\u017Ee pedagogika nal\u00E9zt podn\u011Btn\u00E1 v\u00FDchodiska v personalistick\u00E9 (marcelovsk\u00E9) inspiraci, jej\u00ED\u017E kr\u00E9do lze snad zformulovat takto: je bytostn\u011B d\u016Fle\u017Eit\u00E9 tv\u00E1\u0159\u00ED v tv\u00E1\u0159 ohro\u017Een\u00EDm modern\u00EDho sv\u011Bta hledat nejen prost\u0159edky minimalizace jejich dopadu na d\u00EDt\u011B, ale t\u00E9\u017E probouzet v nastupuj\u00EDc\u00ED generaci nad\u011Bji, \u017Ee sv\u011Bt je m\u00EDstem, jemu\u017E lze %22otev\u0159\u00EDt kredit%22 - jemu\u017E lze d\u016Fv\u011B\u0159ovat navzdory %22poku\u0161en\u00ED beznad\u011Bje%22."@cs . "109775" . "2"^^ . . . .