Accusé par Albert Burgh de considérer sa propre philosophie comme étant la meilleure entre toutes, Spinoza rectifie : il sait seulement qu'est vraie la philosophie qu'il comprend. Mais on cherchera vainement une authentique définition, chez lui, de l'idée de philosophie, ainsi qu'un programme d'ensemble des connaissances rationnelles, comme s'appliquent à en dresser Bacon, Descartes ou Hobbes. Y a-t-il chez Spinoza une conception précise, voire singulière, de l'idée de philosophie? Étudier les occurrences, la nature de la définition, ce qu'enfin peut signifier le passage d'un titre pressenti de Philosophie à celui d'Éthique, produit autant d'indices d'une idée de philosophie conçue comme praxis de distinction ou, comme le disait Althusser, comme activité de tracer des lignes de démarcation. Mais une idée même de philosophie se constitue en ce geste, et seulement en ce geste, à savoir par le biais de relations nécessaires avec ce qui a priori n'est pas elle: le vulgaire, l'ignorant, le théologien, le souverain. L'idée de philosophie, en d'autres termes, s'autoproduit dans un système de rencontres singulières. En analyser les fruits permet alors de recomposer l'idée de « vraie philosophie» : elle est d'abord celle d'une pratique de production d'idées (comprendre, philosopher droitement, parler en philosophe) et de leur communication (s'adresser au vulgaire, au souverain, enseigner en tant que philosophe). Mais se fait jour, en outre, comme un naturel philosophe, effort s'éprouvant selon une réjouissance propre au « vrai philosophe », déjà sage en vertu de son mouvement de se perfectionner et d'accroître sa puissance. / Being accused by Albert Burgh of appraising his own philosophy as the best above all others, Spinoza rectified : only the philosophy he could understand did he know as true. But vainly will one seek any authentic definition, in his works, of the idea of philosophy, or an overall programme of rational knowledge, such as Bacon, Descartes or Hobbes endeavored to make out. Can one find in Spinoza a specific, singular indeed conception of the idea of Philosophy ? Studying occurrences, the nature of the definition, eventually what the change from the prospective title Philosophy to that of Ethics may signify, generates as many indications about an idea of philosophy conceived as a praxis of distinction, or, as Althusser would say, as activity consisting of drawing boundaries. But a very idea of philosophy constitutes itself by this movement, and only by this movement, namely via necessary relations with what, a priori, is not itself : the vulgar, the ignorant, the theologian, the sovereign. In other words the idea of philosophy generates itself within a system of singular encounters. Analyzing their fruits enables one, then, to recompose the idea of “true philosophy”: it is firstly that of a practice of producing ideas (understanding, philosophizing with rectitude, speaking as philosopher) and of communicating them (speaking to the “vulgar”, to the sovereign, disseminating as philosopher). Finally something like a philosophic natural disposition comes to light, an effort experienced in an exultation proper to the “true philosopher”, who is already wise by virtue of his movement toward perfection and his growing power.

Widely known definition of pedagogy as a science of education, which is a process of intentional action on the individual, doesn't accurately represent the true substance of upbringing and education according to Jan Patočka, one of the most important Czech philosopher. He asks for fundamental questions about the nature of education and their targets. Education is the foundation of humanity itself for him and it is essentially connected to philosophy. Primarily the education is the education to humanity for Patočka. It is about education, which is interpreted as a care of the soul, of the soul opened to the outside world. It should lead to awareness, it should be determined by a kind of moral idea and finally it makes us human. Patočka criticizes purely scientific and theoretical education full of positivist utilitarianism and POLYMATHIA. On the contrary, he puts the process of education and training to the field of the natural world, the world of human experience in which a person has to carry out his options and scheduling its life. The philosophy helps to orient in the natural world. Thus the education is the essence of philosophy. The thesis deals with the pedagogical and educational moments, which can be seen from Patočka's phenomenological philosophy, and it deals also with analysis of the...

The thesis aims to interpret the philosophy of negative Platonism, which Jan Patočka developed during the 1950s. In the first part, negative Platonism, whose preliminary notion is derived from the interpretation of the eponymous programme essay, is studied in the context of contemporary philosophical discussion and Patočka's subjectivist humanistic conception he developed in the latter half of the 1940s as well as his lectures on classical philosophy. The second part contains author's own systematic interpretation of negative Platonism, including the reconstruction of the textual corpus of Patočka's programme. Finally, the third part, which considers first the inspirational sources of the observed project, reviews negative Platonism and outlines a concept, with which Patočka replaced negative Platonism in the late 1950s. The thesis aims to outline the philosophy of negative Platonism as an important stage in Patočka's philosophical development as well as a significant part of the modern history of European thinking.