According to Gabriel Marcel, no task is more important and more complex than looking for ways of confronting and overcoming despair. Therefore, the search for the essence of hope is the objective of this paper. Reference is made to the theme of the open soul in Henri Bergson’s, Gabriel Marcel’s, and Jan Patočka’s works. Such a soul is not centred in itself; moreover, according to Marcel, hope and soul are intrinsically linked together. Hope opens people towards the future. The concept (...) of hope in the biblical context is shown briefly, according to which hope is in God (Ps 62:5), while God is coming to man. At the same time, biblical texts sketch a pathway to hope, setting out from suffering through endurance and character (Rom 5:3–4). The paper stresses that hope takes root in dialogue and that a person is empowered to adopt hope as a gift. (shrink)

The main aim of our paper is to identify the potential limits of Socratic dialogue in moral education. These limits will be identified using a) the original ancient writings preserving several versions of Socrates’ dialogue, and b) modern writing on the Socrates’ dialogue in moral education. We will determine whether these limits are to be found in the writing of Plato or Xenophon, or rather in the problems and paradoxes of this type of education. We assume that a historical exploration (...) of the original Socratic philosophy will help us to more easily identify the limits and problems in moral education. However, our intention is not to reject the Socratic dialogue as such, but merely to point out some of the potentially controversial aspects of its use in moral education. (shrink)

The paper focuses on the so-called problemata, a topic that has not yet evoked much scholarly interest. In the beginning of the 15th century, problemata regularly occurred in the quodlibetal handbooks of the Prague University masters alongside the usual quaestiones. The paper introduces a catalogue of problemata found in the quodlibetal handbooks of the Prague University masters active between 1400 and 1417, i.e. John Arsen of Langenfeld, Matthias of Knín, John Hus, Simon of Tišnov, and Procopius of Kladruby. Moreover, it (...) provides a basic overview of how the individual authors of quodlibetal disputations formulated their problemata and the sources they used. (shrink)

Stanisław Leśniewski developed a system of logic and foundations of mathematics that considerably differs from Russell and Whitehead’s system. The difference between these two approaches to logic is significant primarily in the case of Leśniewski’s calculus of names, Ontology, and the concept of names that it contains. Russell’s theory of descriptions played a much more important role than Leśniewski’s concept of names in the history of philosophy. In response to that, several researchers aimed to approximate Leśniewski’s concept of names to (...) Russell’s theory. There are several such attempts. This paper presents an interpretation that was suggested by Arthur Prior. Prior interpreted Leśniewskian names as class names. This interpretation was rejected by such prominent Leśniewskian scholars as Peter Simons or Rafal Urbaniak. According to Simons, class names oppose Leśniewski’s ontological views. Urbaniak claimed that Prior’s interpretation of Leśniewskian names as class names is unclear. The aim of this paper is to demonstrate that from the formal point of view, Prior’s interpretation could be justified. (shrink)

[On the Question of the Relationship between the Philosophy of Rádl and Masaryk].

Based on an analysis of the theory of the movement of existence, this paper answers the following question: Where can one see the most important connections of philosophical and religious language in the most re-thought part of Jan Patočkaʼs thinking? The third movement of life is seen as a form of the true philosophical life, but also as a form with metaphysical responsibility. The movement of breakthrough, or actual self-comprehension, is the most important, because it leads to care for the (...) soul—and, according to Patočkaʼs analyses of inter­pretations of the Faust legend, it leads to care for the true immortality of soul. In the third movement of life, one lives an unsheltered life in openness to all which is not given and cannot be given, which is beyond all objective identification, and yet determines this world. In response to the mission in time (kairos), on the way to “asubjective” openness of the soul, in a dialogue which searches for truth and resists temptation, one can still find metaphysical responsibility and freedom. (shrink)

Although Łukasiewicz and Quine do not share many common views, they agreed on one important point in the 1950s: they both denied the distinction between empirical and a priori sciences. This agreement might be surprising as this denial was rather controversial at that time. This paper focuses on Quine’s and Łukasiewicz’s denials of the distinction between empirical and a priori sciences, and proposes three possible answers to the question of why both formulated the same conclusion at a similar time. Firstly, (...) it discusses Quine’s possible influence on Łukasiewicz as Łukasiewicz agreed with Quine’s criticism of modality at that time. Secondly, it considers the possibility that Quine was affected by Łukasiewicz via his debates with Łukasiewicz’s student, Tarski. Lastly, it takes into account the possibility that both philosophers were inspired by an external source, namely the rise of quantum mechanics. (shrink)

This paper presents the link between Arthur N. Prior and logicians that belonged to the Lvov-Warsaw School. Although certain members of the Lvov-Warsaw School influenced Prior’s views, the amount and the form of the impact are still under discussion. Prior also cooperated with some of them in the development of his systems of logic. This paper focuses on four main areas in which Prior admitted adopting ideas from the Lvov-Warsaw School: systems of propositional logic, the history of logic, modal and (...) temporal logic and ontology. Prior’s published works as well as his correspondence, which is stored in Prior’s Nachlass, are used to describe the influence. (shrink)

In September 2007, more than 100 philosophers came to Prague with the determination to approach Karl Popper's philosophy as a source of inspiration in many areas of our intellectual endeavor. This volume is a result of that effort.

In our article, we will focus on an analysis of the relationship between man and the cosmos, set against the backdrop of ancient Greek ideas about the origin of the world. On the one hand, we will deal with the images of the creation of the world provided in Greek mythology and the religious tradition associated with it (in particular Hesiod); on the other hand, we will approach the anthropomorphic elements within the framework of philosophical cosmogonies (Plato’s dialogue, the Timaeus). (...) Our aim is to show that Greek philosophical thought was never able to fully relinquish this anthropomorphism but nonetheless it did move away from a purely mythological tradition (as found in Hesiod and the pre-Socratics) and, in some measure towards a more scientific interpretation of the cosmos (as found in Plato). (shrink)

This text, titled The Responsibility of Educators, is the editorial of the second issue of the second volume of the journal Theology and Philosophy of Education.

In his paper ‘The logic of temporal discourse’, Pavel Tichý pointed out that contemporary systems of logic were unable to sufficiently formalise tenses. He therefore suggested temporal specification in transparent intensional logic (TIL), a system of logic that he developed. Discussing contemporary systems of logic, Tichý also took into account the system of Arthur N. Prior, who developed the first systems of modern temporal logic, and his criticism was also addressed to Prior. Tichý only focused, however, on Prior’s early systems (...) of temporal logic. Patrick Blackburn recently raised the awareness that Prior also developed systems of hybrid logic in his latest periods. From the point of view of temporal specification, this system is particularly interesting as the system has greater expressive power than Prior’s early systems of temporal logic. It could also consequently deal with the problematic specifications of tenses that Pavel Tichý pointed out. It is not only the formal criterion that make Tichý and Prior’s approach suitable for comparison. Both logicians shared similar views on time and logic. All these convictions also influenced their systems of logic. The aim of this paper is to demonstrate that the temporal propositions that Tichý introduced as problematic could be formalised in Prior’s hybrid temporal logic. I will also compare formalisations in TIL and hybrid logic and Tichý and Prior’s views that influenced their systems of logic. (shrink)

Con el objetivo de identificar la percepción de la ventaja intercultural evidenciada en la narración de hechos, este estudio busca contribuir en el entendimiento de las relaciones interculturales en ámbitos familiares mixtos entre individuos de diferente nacionalidad. A través de un estudio que ha recuperado el discurso de los miembros de ocho parejas checo-mexicanas, se muestra que la ventaja percibida se desprende de la adquisición de competencias interculturales. La información recabada se ha organizado mediante la evaluación de cuatro elementos que (...) definen la interculturalidad: relaciones de poder, comunicación intercultural, integración y alteridad cultural. El principal hallazgo indica que el contexto en el cual se han conformado las parejas mixtas checo-mexicanas se caracteriza por un equilibrio en la negociación de interés para formar metas vitales conjuntas. Dicha ventaja se materializa en la ampliación de la oportunidad para moverse entre dos países, sea para establecerse en el país de encuentro, sea para migrar al país del otro. La tendencia mostrada se ha sesgado hacia el país de la mujer. (shrink)

Propositional fuzzy logics given by a combination of a continuous SBL t-norm with finitely many idempotents and of an involutive negation are investigated. A characterization of continuous t-norms which, in combination with different involutive negations, yield either isomorphic algebras or algebras with distinct and incomparable sets of propositional tautologies is presented.

Today social functioning is a key concept in the theories of human well-being, in political theory, in social and moral philosophy, in social work etc. The paper’s focus is on three paradigmatic interpretations of social functioning: that overtaken from H. Bartlett’s the theory of social roles, Sen’s version of social functioning with its concept of capabilities, and M. Nussbaum’s description of different forms of social functioning with regard to specific groups, first of all the disabled people. Different interpretations have different (...) practical consequences in resolving complex social pathological problems such as poverty, unemployment as well as in interpreting social ideals of liberty, law and justice. (shrink)

Theology and Philosophy of Education is a journal dedicated to education. However, in what respect does it deal with education? What is the situation of current education? What is the main role of the school today? All articles from the first issue of the third volume of the journal Theology and Philosophy of Education are presented.

Hume built his philosophical system with the ambition to become a Newton of human nature. His science of man is the fulfillment of this project. Hume was inspired by the Newtonian experimental empirical method excluding hypotheses, and he applied this method to moral sciences; he took those to be the basis of all other knowledge. The observation of human cognitive faculties, however, brought him to sceptical conclusions concerning the rational justification of empirical sciences. His original ambitions are thus undermined and (...) his scepticism leads to the loss of legitimacy of natural science. The core of Hume's science of man is twofold - it consists in the analysis of mind and of human social behaviour. Hume contributed to the development of psychology and helped to form social sciences as a specific research area. Following his empirical method based on observation, his science of man has rather a documentary role than any normative features. (shrink)

Debata o tzv. „Novém Humovi“ byla v posledních desetiletích dominantním tématem humovské interpretace. James Hill ve svém příspěvku v tomto časopise podporuje hlavní požadavek „novohumovců“, který vymezuje Huma jako epistemologického skeptika a ontologického realistu. Vůči tomuto pojetí máme několik výhrad. Některé se týkají nejasností v definici realismu a celkově i smysluplnosti projektu „Nový Hume“. Některé se týkají konkrétních Hillových argumentů zaměřených na Humovy Dialogy a především jeho tvrzení, že v tomto díle lze nalézt další důkaz Humova realismu.

Non-invasive prenatal testing is an emerging form of prenatal genetic testing that provides information about the genetic constitution of a foetus without the risk of pregnancy loss as a direct result of the test procedure. As with other prenatal tests, information from NIPT can help to make a decision about termination of pregnancy, plan contingencies for birth or prepare parents to raise a child with a genetic condition. NIPT can also be used by women and couples to test purely ‘for (...) information’. Here, no particular action is envisaged following the test; it is motivated entirely by an interest in the result. The fact that NIPT can be performed without posing a risk to the pregnancy could give rise to an increase in such requests. In this paper, we examine the ethical aspects of using NIPT ‘purely for information’, including the competing interests of the prospective parents and the future child, and the acceptability of testing for ‘frivolous’ reasons. Drawing on several clinical scenarios, we claim that arguments about testing children for genetic conditions are relevant to this debate. In addition, we raise ethical concerns over the potential for objectification of the child. We conclude that, in most cases, using NIPT to test for adult-onset conditions, carrier status or non-serious traits presenting in childhood would be unacceptable. (shrink)

Complementary and alternative medicine is becoming increasingly popular in western countries, with estimates of CAM usage as high as 40%. This has prompted a change of attitude of the medical establishment: the initial dismissal of CAM is being replaced by a drive to integrate CAM into the mainstream. Two possible explanations for this integration thrust are considered. Firstly, integration could be motivated largely by cognitive interest in CAM. Secondly, integration could be mainly power-driven, aimed at controlling the alternative movement and (...) exploiting its capacity to make money. The second explanation seems more plausible, and is supported by data showing the paucity of research on CAM. The medical establishment does not sufficiently appreciate the challenge CAM poses, and does not consider its scientific appraisal to be a high priority. Instead, the allopathic community seems preoccupied with the opportunistic desire to protect its authority and social status. Such a discourse can become dogmatic, reluctant to revise critically the ‘accepted’ body of knowledge. Popper's critical rationalism could help to undercut dogmatism and encourage a critical, open-minded orientation of medical science. (shrink)

[Reason and common sense; the Humean perspective].

What is education? What options does the educator have and what is expected from those who are being educated? What do education in the sense of paideia and the Christian educatio have in common? And what is the difference between those two notions? What does it mean to succeed in the drama of life and the world? Can the insightful (theoria) seeking of wisdom (sofia, sapientia) be separated from the effective (praxis) seeking of reason (fronésis, prudentia)? What is the purpose (...) of scholé and can it be experienced in schools today? How do today's schools prepare the youngest generation for the task of enhancing civil society? Is everyone able to relate to good? What does it mean to testify to the idea of good? These and other questions are asked in a dialogue of two teachers from the Czech Republic and Slovakia, respectively, who are concerned with philosophy, theology and pedagogy. The aim of the dialogue is to enter the Living school of thought, as founded by the Czech philosopher Radim Palouš (1924–2015), and to consider anew the topics he opened in his works. The dialogue embarks on a journey of searching for wisdom, by listening to words and the Word, by perceiving and contemplating experience, through reason and intuition, dialogue and acceptance in silence. It involves taking a closer look into the world that concerns everyone who are pupils, students, educators, teachers, educators – those who seek and who are sent, those longing and facing misunderstanding. It is an invitation to reflect on human life with humility and the awareness of human responsibility, in the hope that the pursuit of good, truth and beauty is intertwined with the task of succeeding as humans. (shrink)

The present thesis in the subject field of Philosophy of Education with the title “Non-Indifference: Outlines of (Non)Religious Education” represents an effort to point at issues that arise upon a philosophical reflection of ‘religious education’. Such a reflection does not merely concentrate on what is ‘necessary to know’, but rather ‘how to conjecture’. The principal concern is a caring and addressing custody of (or search for) the ARCHAI in an attempt to participate in the caring for the life of an (...) education field that is one of the ‘caring professions’ (a profession, which every education should be). Not only education topics are presented; the reflection is also aimed at terms such as philosophy, theology, religion and faith, eventually at other related concepts. Every of these terms are inquired in its immediacy to philosophy, i.e. their ‘relation’ to philosophy is conceptualized. Religious education is addressed in a three-fold transcendence of men (towards themselves, to other people and to the world, i.e. to the environment in which they live), since if education (in the sense of the Czech word výchova) is concerned, it has to be a non-indifferent (E. Lévinas: la nonindifférence) care, cultivation, growth – life. However, the concern of this thesis is not to look after life in the sense of the provision of nutrition so that life can be consumed. Rather, a question is posed, if life – regarded as FYSIS – is not about more than conatus essendi. This is why education is discussed as a ‘religious’ one. (shrink)

The study Freedom from Dialogue: The Work of Radim Palouš in Conversation with Selected Philosophers and Theologians of Education presents the main themes of the life work of Radim Palouš, a prominent Czech philosopher of education working in the tradition of Comenius and Patočka. From those key themes, the author selects the concept of education and the concept of freedom and examines these in selected philosophers of education and theologians of education from around the world who also produced their works (...) in the twentieth or even twenty-first century, as Radim Palouš did. The purpose of the study is to provide contemporary educators and teachers with inspiration to deepen and develop the meaning of their activity, which consists in education and training, in cultivating man, or in bringing man to a free and responsible life, as this study particularly wants to emphasize. Jacques Maritain, Joseph Pieper, James Vincent Schall and Stratford Caldecott have been chosen as philosophers of education and theologians of education. All of them have dealt with the theme of freedom and the liberal arts and have attempted to suggest in their writings how man today might also be brought to the goal of educational endeavour, to the free assumption of his own responsibility for education. At specific points in the writings of selected philosophers and theologians of education, it is shown that true freedom is not created by human construction but is born in dialogue. Therefore, through a kind of dialogue between the Czech thinker and selected foreign thinkers, inspiration for today is sought. This is the first book publication in Czech that deals explicitly with theology of education and philosophy of education, their interrelationship, correspondences and differences. (shrink)