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: Racjonalista, No. 3, p. 34. DZIEKOŃSKI, T. (1831): Nauka moralna o powinnościach względem bliźniego [Moral teaching related to duties to others], part III. Warszawa. FORSTER, K. (1862): Do matek Polek [To Polish Mothers]. In: P. Janet (ed.): Rodzina: Lekcye filozofii moralnej [Family: Lessons of moral philosophy]. Berlin: Księgarnia B. Berhra (E. Bock), pp. v-x. HORNOWSKA, M. (1928): Alkoholizm jako zagadnienie wychowania moralnego [Alcoholism as an aspect of moral education]. In: Alkohologia. Warszawa: Polskie Towarzystwo Walki z Alkoholizmem, pp. 167-186. KOMEŃSKI, J. A

. Manchester: Ethical Consumer. FAIRTRADE FOUNDATION (2011): Fairtrade and cocoa. London: Fairtrade foundation. FINKELSTEIN, S. R., LANDA, J. & RIOS, K. (2015): Is there a “fair” in fair-trade? In: Journal of business ethics, 130(1), pp. 171-180. GRIFFITHS, P. (2012): Ethical objections to Fairtrade. In: Journal of business ethics, 105(3), pp. 357-373. JAMIESON, D. (1994): Method and moral theory. In: P. Singer (ed.): A companion to ethics. Oxford: Blackwell, pp. 476-487. KALAJTZIDIS, J. (2015): Value of responsibility in ethical (moral) education. In: Ethics & Bioethics (in

anthropocentric bias through the transition of environmental education to ESD. Sustainable Development, 22 , 73–83. Kronlid, D., & Öhman, J. (2013). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, 19 (1), 20–44. Kvamme, O.A. (2017). Environmental ethical values in moral education. Paper presented at European Conference on Educational Research, Network 30, Session 08A, Copenhagen, Denmark, 22–25 August 2017. Kvamme, O.A. (Forthcoming). Blurring the image of the other? The

Abstract

The work of Hugolín Gavlovič belongs is part of the most influential literary and didactic heritage of 18th century literature in the region of contemporary Slovakia. Even though Gavlovič was not a systematic moral philosopher, the role and importance of ethics in his literary work is significant. He contributed greatly to the debate on moral education, which was (in the context of that time) linked to the fulfilment of God's will and to the accomplishment of a good life. In his extensive poetic work Valaská škola mravúv stodola [Shepherd´s school of morals], the author not only formulated moral norms but, inspired by classical Greek philosophy, he also defined them in the wider ethical context of virtue, morals, and human nature. In this study, the historical context of his work, marked by the literary and cultural transition to the Enlightenment era, will be presented, concepts related to the understanding of good life (as a goal of moral education) will be identified, and the possibility for further philosophical and ethical analysis of Gavlovič’s work will be offered (through a reflexion of Aristotle’s thoughts referred to in Valaská škola). Overall, the paper offers an original point of view on how to interpret the thoughts of Hugolín Gavlovič from the perspective of ethics. This has been, despite the impact of his work, rather omitted.

comfort of Slovak and Swiss youth]. In: Psychológia a patopsychológia dieťaťa, 28(4), pp. 309-322. EPICTETUS (2004): The Discourses. Whitefish: Kessinger. FROMM, E. (1999): Man for Himself: An Enquiry into the Psychology of Ethics. London: Routledge. GLUCHMAN, V. (2009): „Etická výchova“ a morálne myslenie (etika sociálnych dôsledkov ako východisko modelu mravnej výchovy) [“Ethical education” and moral thinking (ethics of social consequences as a model of moral education)]. In: Š. Ligas (ed.): Mravná výchova v školách na Slovensku a v zahraničí [Moral education at

: Moral Education in an Age without Good and Evil . New York: Basic Books. KAZEPIDES, T. (1987): Indoctrination, Doctrines and Foundations of Rationality. In B. Arnstine & D. Arnstine (eds.): Philosophy of Education 1987: Proceedings of the Forty-third Annual Meeting of the Philosophy of Education Society . Normal: Philosophy of Education Society, pp. 229–249. MCLAUGHLIN, T. H. (1984): Parental rights and the religious upbringing of children. In: Journal of Philosophy of Education , 19(1), pp. 75–83. MOORE, W. (1972): Indoctrination and democratic method. In: I. A

vzdelávanie detí a mládeže - aktuálna situácia na Slovensku. Záverečná správa z výskumu [Environmental education and education of children and youth - current situation in Slovakia. Final research report] [online]. Bratislava: Iuventa, apríl 2012 [Retrieved 2 November 2014]. Available at: http://www.iuventa.sk/files/documents/7_vyskummladeze/vyskum/2012/z%C3%A1vere%C4%8Dn%C3%A1%20spr%C3%A1va.pdf PLATKOVÁ OLEJÁROVÁ, G. (2010): Aktuálne výzvy mravnej výchovy [Current challenges of moral education]. In: V. Gluchman a kol. Filozofická etika (Etika I.) [Philosophical ethics

References BUCHERT, V. (2016): Střet civilizací je tu [The Clash of Civilizations is Here]. In: Reflex, 27(13), 31 March 2016, pp. 8-11. DRBOHLAV, A. (2013): Psychologie sériových vrahů [Psychology of Serial Killers]. Praha: Grada. FROMM, E. (1993): Strach ze svobody [Escape from Freedom]. Praha: Naše vojsko. HÁBL, J. (2015): I když se nikdo nedívá: fundamentální otázky etického vychovatelství [Even if No One is Watching: Fundamental Questions in Moral Education]. Červený Kostelec: Pavel Mervart. HAYESOVÁ, N. (2007): Základy sociální psychologie [Principles of

References DRTINA, F. (1930): Spisy Františka Drtiny, sv. III. Ideály výchovy. Soubor programových a historických statí z pedagogiky [The Writings of František Drtina, vol. III. Ideals of Education: A Collection of programmatic and historical articles]. Praha: Jan Laichter. GLUCHMAN, V. (2009): “Etická výchova” a morálne myslenie (etika sociálnych dôsledkov ako východisko modelu mravnej výchovy) [“Ethical Education” and Moral Thinking (Ethics of Social Consequences as the Basis for a Moral Education Model]. In: Š. Ligas (ed.): Mravná výchova v školách na

K morálním a pedagogickým aspektům Durkheimova pojetí socializace