<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper is an attempt to present the Hegelian theology of Vito Mancuso, a radical lay Catholic theologian, from the perspective of the ethics of social consequences, as primarily promoted by Vasil Gluchman. Mancuso is a keen observer of today’s society and he identifies a serious flaw among contemporary people in what he calls the idol of our time. This so-called idol is a human desire which seems to have been promoted more aggressively within contemporary society through various publicity channels, so it has developed into a mass phenomenon in today’s world. According to Mancuso, this desire is man’s longing to stay young despite the natural process of aging, a fact which has individual, spiritual, as well as social implications. He also introduces the necessity for the cultivation of one’s soul for the personal benefit of individuals but also for the prosperity of society in general. In other words, Mancuso borrows, from Hegel, the necessity that the human spirit should develop to the point of positively accepting the materiality of its natural constitution for the wellbeing of all individuals living in the same society which very much resembles Gluchman’s focus on human reasoning and moral action aimed at the promotion of positive consequences and moral duty as means to educate the human spirit towards tolerance and responsibility, all key concepts in Gluchman’s ethics of social consequences.</abstract>

Staying young today: Vito Mancuso’s Hegelian theology through the lens of Vasil Gluchman’s ethics of social consequences

<abstract xmlns="http://www.w3.org/1999/xhtml"> The aim of the article is to show the possibility of applying assumptions from ethics of social consequences when making decisions about actions, as well as in situations of moral dilemmas, by persons performing occupations of public trust on a daily basis. Reasoning in the article is analytical and synthetic. Article begins with an explanation of the basic concepts of “profession” and “the profession of public trust” and a manifestation of the difference between these terms. This is followed by a general description of professions of public trust. The area and definition of moral dilemmas is emphasized. Furthermore, representatives of professions belonging to them are listed. After a brief characterization of axiological foundations and the main assumptions of ethics of social consequences, actions according to Vasil Gluchman and Włodzimierz Galewicz are discussed and actions in line with ethics of social consequences are transferred to the practical domain. The article points out that actions in professional life are obligatory, impermissible, permissible, supererogatory and unmarked in the moral dimension. In the final part of the article an afterthought is included on how to solve moral dilemmas when in the position of a representative of the profession of public trust. The article concludes with a summary report containing the conclusions that stem from ethics of social consequences for professions of public trust, followed by short examples.</abstract>

Moral dilemmas in professions of public trust and the assumptions of ethics of social consequences

<abstract xmlns="http://www.w3.org/1999/xhtml"> The present paper focuses on the interconnection and the impact of broader social events responsible for shaping the character of the young in the context of developments in both post-communist countries and the European Union as a whole. The attention of the paper is devoted to the changing perceptions of liberty in relation to a high standard of living in European countries and the need to promote moral education comprehensively, with regard to having a balanced impact on the development of moral knowing and moral feeling. Further, the paper offers an analysis of dimensions that determine moral actions and character accents, considered to be essential to convey in order to encourage the moral development of pupils. Finally, the paper ends with a presentation of the conditions that should help the ethical development of active goodness in the young generation.</abstract>

Education for active goodness

<abstract xmlns="http://www.w3.org/1999/xhtml"> The main aim of the presented paper is to suggest a new possible approach in moral education in Slovakia. The starting point for the presented argumentation is the position that moral education (ethics education) in Slovakia is based on insufficient foundations. One of the possible propositions of how to overcome this shortcoming is to supersede prosocial behavior (insufficient base) with value education and promotion of the development of critical and analytical moral thinking. The paper suggests that one of the possible ways how to achieve this goal is by the help of introducing the issue of moral (ethical) consumption as a topic of moral education.</abstract>

Moral education and moral consumption

<abstract xmlns="http://www.w3.org/1999/xhtml"> 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.</abstract>

Department of Civics, Faculty of Education, Masaryk University, Poříčí 31, 603 00 Brno, Czech Republic

Department of Civics, Faculty of Education, Masaryk University

Moral education in the Czech territory in the past and the present

<abstract xmlns="http://www.w3.org/1999/xhtml"> In this article the author presents the contemporary understanding of the subject of moral education. Furthermore, he presents the historical development of the concept of moral education in Poland. He concludes that the current model of moral education in Poland was developed as early as the 18th century.</abstract>

Concepts of moral education in Poland

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper aims to show the development of moral education in Poland after 1989. The Catholic Church, family and schools are the most important things concerning moral education and development in Poland. . In the past, moral education in families and in state schools was different. The Catholic Church was, for many years, the anchor of freedom and Polish identity. By 1989, there were two models of education and moral development in Poland: the state model in the communist spirit and the Catholic Church with its Christian values. Individual families were in favor of one or the other. After 1989 everything changed and the state model became the same as the model of the Catholic Church and Polish families. In the paper, I will try to show how the current state of moral education in Poland and also I will try to present the changes that took place after 1989 in moral education.</abstract>

Moral education and development in Poland after 1989

<abstract xmlns="http://www.w3.org/1999/xhtml"> With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro-socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically based educational program which is resulting from the problematic division of a social and moral experience into egoistic and prosocial. Egoism is presented in a distorted form and is characterized as the cause of all moral evil. However, there are several different types of understanding of the term egoism in philosophy and ethics as for example psychological and ethical egoism, or self-interest. Ethical egoism or self-interest cannot be identified with selfishness. The main aim of moral education should not be only to form the desired children and youth moral orientation but on the other hand, to form morally self-confident individuals who are able to solve the moral problems, to help the others to solve them as well and to be able to bear moral responsibility for their own deeds.</abstract>

Moral (or ethical) education in Slovakia and its theoretical basis

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper focuses on the current state of environmental education within formal education in Slovakia, emphasising its methodology and weak points. The author aims to identify the place and role of philosophicalethical theory within environmental education, which is an integral part of ethics education. What concrete knowledge, skills and instruments of both ethics and philosophy can (should) a teacher of ethics education put into effect when teaching environmental-educational topics? Before answering this question the place of environmental education within the broader context of moral education will be explored.</abstract>

Environmental education in Slovakia in the context of ethics and ethics education

<abstract xmlns="http://www.w3.org/1999/xhtml"> This article is devoted to the conception of ethics in Slovakia. Main attention is dedicated to the issue of value education within this subject. It emphasizes the importance of explicit as well as implicit dimensions of value education which represents an important component in the moral development of pupils</abstract>

Reflections on value education in Slovakia

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Ethics & Bioethics

Ethics &amp; Bioethics (in Central Europe) is one of the leading Central European international journals in ethics and bioethics focusing on philosophical ethics, bioethics and applied ethics also including the history of ethics, ethical and moral education as well as professional ethics. The journal publishes theoretical articles and empirical findings concerning all aspects of ethics and morality. Authors can submit research articles and critical review articles (free of charge). We also accept book reviews as well as conference reports; however, they are subject to a fee of 100 EUR.  Ethics &amp; Bioethics (in Central Europe) is published in print as well as electronic format, two issues per year (June and December). Only articles in English are accepted for publishing.  Rejection Rate:   37.5% (2023)   Call for papers: Generational and Period Impulses in the Philosophical and Ethical Kinetics of the 20th century in Central Europe   YOU CAN FIND AN ARCHIVE OF THE JOURNAL HERE.  Why subscribe and read:  The journal offers, to the English-speaking academic community, articles in all areas of ethics, bioethics and applied ethics that originate in Central Europe or that deal with its major ethical traditions.  Many influential authors outside the Central European region have published in the journal: Peter Singer (Princeton University &amp; University of Melbourne), Timo Airaksinen (University of Helsinki), Daniel Brennan (Bond University, Australia), Lubica Ucnik (Murdoch University, Australia), Steven R. Palmquist (Hong Kong University), Bob Brecher (University of Brighton), Jeremy Bendik-Keymer (Case Western Reserve University, USA), Kumar Neeraj Sachdev (Birla Institute of Technology and Science, India), etc.  Why submit:  There is an opportunity to present original papers in ethics, bioethics, applied and professional ethics to a broad English-speaking academic community around the world. The journal was included in the SCIMAGO database in quartile 2 (Q2) in 2018 and 2019, which is a reflection of its high level and citations of published articles.  Articles should be sent to the journal electronically as an e-mail attachment. It is important to accept the requirements for the publication style of the journal (see the latest published articles of the journal). If the article does not meet such requirements, we will ask you to revise it.  Submit journal articles and related questions to:vasil.gluchman@yahoo.com  All submitted articles undergo a double peer-review, from submission to first decision: 30 days and from submission to acceptance: 60 days. The language level of the journal is also important; for this reason, all accepted articles by non-English native authors undergo language proofreading, which is charged depending on the scope of the text and its language level.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.    The journal does not have article processing charges (APCs), nor article submission charges. 