This article uses the post-modern Nietzsche affirmation as a criterion for an analysis of the philosophical concept of the Constitution for the Earth (Šmajs, 2015) and other texts by Josef Šmajs, the principal author of the theory of evolutionary ontology. The author draws the attention of the group of authors of the Constitution for the Earth to the risk of the modernist and nihilist application of evolutionary ontology and proposes that the theory be extended to include new criteria and methods to enable it to be applied in a more acceptable manner. The author places efforts aimed at the biophilic transformation of culture into the value-based and ethical framework of moderate anthropocentrism instead of the ecocentric approach preferred by the creators of evolutionary ontology. The author also underlines the risk of the application of an ecocentric approach through the application of recent analysis of media presentations of those who support and deny climate change in the work entitled Environmental Ethics and Behavioural Change (Franks, Hanscomb & Johnston, 2018).
The following study presents an analysis of the world of moral education in the Czech environment from its recorded beginnings to the current situation in the Czech Republic. The study contains two parts: In the first section, the authors give an account of the history of moral education and different views on it, while in the second section they analyse the current state of moral education. The authors examine the quality of moral education at primary and secondary schools according to the goals of curriculum documents issued by the Ministry of Education, Youth and Sport of the Czech Republic for schools’ ethical education programmes and subjects dealing with character development. Based on their own research, they compare set goals with practice, draw conclusions and give recommendations not only to primary and secondary schools, but also to higher education institutions, particularly in terms of introducing professional ethics tools and intensifying their use. The authors suggest expanding the ethical climate at schools to contain the atmosphere of recognition, biophile culture and technological scepticism.