Philosophy of Education in Postmetaphysical Thinking

Authors

  • Peter Kondrla Department of Religious Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Hodžova 1, 949 74 Nitra, Slovak Republic
  • Patrik Maturkanič College of Applied Psychology, Akademická 409, Terezín, 411 55, Czech Republic & Department of Pastoral Theology, Roman Catholic Cyril and Methodius Faculty of Theology, Kapitulská 26, Comenius University in Bratislava, Bratislava 814 58, Slovakia
  • Martin Taraj Department of Social Sciences, Faculty of TheologyCatholic University in Ružomberok, Hrabovská cesta 1A, 03401 Ružomberok, Slovakia
  • Viktora Kurilenko Russian Language Department Medical Institute, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia

DOI:

https://doi.org/10.15503/jecs2022.2.19.30

Keywords:

postmetaphysical thinking, innovation of educational, innovation of educational process, educational goals

Abstract

Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. The new understanding of education helps to orient the educational process in the family and school towards the person of the pupil and the development of his real possibilities.

Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Attention is paid to the understanding of the pupil, the teacher, the process of education, and the goal of education. The pupil is interpreted as a person who has individual and original abilities. The process of education is understood as the development of the individual abilities of the pupil. The objective of education is determined on the basis of the pupil's abilities. The aim of upbringing is not predetermined. The openness of pedagogical practice necessitates the openness to continuous updating of educational and training methods.

Results and conclusion. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students' individual abilities. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted.

Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge. Pedagogy based on a postmetaphysical approach educates pupils whose value is based on human nature. Each pupil is accepted according to his individual abilities. He is an original and authentic human being.

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Author Biographies

  • Peter Kondrla, Department of Religious Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Hodžova 1, 949 74 Nitra, Slovak Republic

     

    He graduated in philosophy from the University of Bratislava. He completed his postgraduate studies at the UKF in Nitra in the field of philosophy, with a focus on the philosophy of values. He is an associate professor in ethics and an adjunct professor in the field of pedagogical sciences. He is engaged in postmodern thinking and its application in pedagogy and didactics. He works at the Department of religious studies FF UKF in Nitra, where he is engaged in the preparation of future teachers of educational subjects. In its publishing activities, it interprets otherness in philosophical, religious, and pedagogical contexts. 

     

  • Patrik Maturkanič, College of Applied Psychology, Akademická 409, Terezín, 411 55, Czech Republic & Department of Pastoral Theology, Roman Catholic Cyril and Methodius Faculty of Theology, Kapitulská 26, Comenius University in Bratislava, Bratislava 814 58, Slovakia

     

    After his graduation in philosophy and theology in 1999, he followed up with his postgraduate study at PUaL in Roma. He studied abroad until 2004. In 2007 he successfully finished his PhD. theology study at RKCMBF UK in Bratislava. During the following years, he was teaching in several colleges and universities, and he has also been continuously serving in the Church administration in northern Bohemia. Since 2015 he has been teaching at VSAPs in Terezín, he is Vice-Rector for Science and Research. He is the author of several monographs and scientific articles. In January 2019, he success-fully defended his habilitation thesis, and he was granted the title of Docent (Associate Professor). He is a member of several Czech and peer-re-viewed editorial committees in the Czech Republic and abroad.

  • Martin Taraj, Department of Social Sciences, Faculty of TheologyCatholic University in Ružomberok, Hrabovská cesta 1A, 03401 Ružomberok, Slovakia

    After completing his Master's degree, continued his doctoral studies at the Faculty of Theology of the Catholic University in Ružomberok and defended his thesis with a focus on media, youth and evangelization. He is currently the Vice-Dean of the Faculty of Theology for Mobility and Development and the Secretary of the Study Department at the Theological Institute in Spišské Podhradie. He is also a docent at the Faculty of Theology with a focus on theology.

  • Viktora Kurilenko, Russian Language Department Medical Institute, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia

    Kurilenko V. B., developed an integrative linguodidactic system, which was introduced into the system and process of professional-communicative training of foreign applicants, students, residents and postgraduate students of the Medical Institute of the RUDN University. In 2017 she defended her doctoral thesis on Methodology and methods of continuous professionally oriented teaching of the Russian language to foreign medical students, which describes the results that are currently used in the development of textbooks, educational and methodological and publications, advanced training and professional retraining courses for teachers of Russian language as foreign in the system of additional education of the Peoples’ Friendship University of Russia, or lectures for teachers of the Russian language at the faculty of advanced training for teachers of Russian language as foreign, as well as in the arrangement of methodological seminars and cultural and educational events in Mongolia, China, India, Vietnam, Finland, Bulgaria, Romania, Slovakia, Germany, Italy, Spain, Peru, Argentina, Venezuela, Egypt, Austria, Belgium, Luxembourg, Hungary, Greece, Turkey, Morocco, etc. Kurilenko V.B. is the author of more than 180 publications, including 7 monographs, the state educational standard for RFL and requirements (in co-authorship); 4 educational programs (one of which is in English), 6 textbooks, 32 methodological, educational, methodological and teaching aids, scientific articles, abstracts of reports and messages. Kurilenko V.B. regularly takes part in scientific congresses and symposia of Russian society of Russian language and literature teachers (ROPRYAL). such as Theory and practice of Russian studies in the world context (Moscow), Russian language, literature and culture at the turn of the century (Bratislava), Russian language in the modern socio-cultural situation (Voronezh), Russian language and literature in the space of world culture (Granada), including international congresses, scientific and scientific-practical conferences, seminars on ethnopedagogy. She is the member of Association of Language testers in Europe, the member of Peter’s the Great Academy of Sciences and Arts, the member of ROPRYAL, the chief editor of RUDN Journal of Pshycology and Pedagogics.

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Published

2022-09-27

How to Cite

Kondrla, P., Maturkanič, P., Taraj, M., & Kurilenko, V. (2022). Philosophy of Education in Postmetaphysical Thinking. Journal of Education Culture and Society, 13(2), 19-30. https://doi.org/10.15503/jecs2022.2.19.30

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