Tomáš Adamovič "De magistro" Tomáše Akvinského "De magistro" by Thomas Aquinas Abstract The topic of the submitted Master Thesis is the "De magistro" question from the Disputed Questions on Truth by Thomas Aquinas. The aim of the work is to introduce basic thoughts of this text and present them in a broader context (compared to Plato, Augustine and heterodox Aristotelianisms). The herein applied methods include an analysis of the text, occasionally combined with compilation of Thomas Aquinas and comparison with the works of other authors. In the analysed text, Thomas Aquinas explains his concept of teaching, argues for the statements that a man can be called a teacher, that no one can be called a teacher of himself, that a man can be taught by an angel, and that teaching pertains more to the active life than to the contemplative life. The Thesis is supplemented with some questions of the present author. Keywords teacher, first principles, cognition, Thomas Aquinas, philosophy of education

My diploma thesis researches the concept of perennial philosophy (philosophia perennis, theologia prisca) and its development in the history of different cultures of the World. As I claim, the concept of Perennialism presents a useful means of understanding of different cultures distanced from us in time and space, including the history of the culture of ours. Perennialism shows, that Wisdom is not an exclusive property of just one civilization, but a common heritage of the Humankind as a whole. Further, it points to mutually beneficial influence of different cultures of the Globe. Throughout the paper, my focus lies on the development of philosophia perennis in the Islamic civilization, particularly on Sufism. Before being demolished by the rise of nationalism, the Sufist philosophy enabled a peaceful coexistence and dialog between different cultures and religions. The development of Perennialism is further studied in the philosophy of european Renaissance, where it was first tolerated by the Catholic Church, later to be abandoned, unfortunately (with few exceptions), during the Reformation and the Thirty Years' War. In the current pedagogical practice, the conception of philosophia perennis may become means of highlighting the common grounds of different cultures in the times of culminating...

Made available in DSpace on 2016-07-18T17:54:25Z (GMT). No. of bitstreams: 1 Dissertacao_DiegoAugustoDoimo(corrigida)_31_07.pdf: 827311 bytes, checksum: 21bddb0835a448aab5acdb0f258d03a6 (MD5) Previous issue date: 2015-06-24 / This dissertation, titled - "The Philosophy goes to the cinema: the use of film as a teaching resource in teaching philosophy" - aimed to analyze the Cinema as a teaching resource used to support the Philosophy of Education in Curriculum Paulista, alowing think the action teaching through lecture tours with the use of film. The relevance of the research is justified by the fact that contemporary education requires the teacher to create new teaching strategies and use different resources, seeking a learning that is conducive to understanding of the world and critical thinking of students. This work included a qualitative approach through literature search, document review and preparation of lesson scripts. The results show that in addition to contributing to philosophical reflection, lecture tours can raise the new looks for a transformative education, promote improvements in teaching practice and prepare for concerned citizens who are perpetrators of change itself. It is hoped, therefore, that the lesson itineraries presented here, are not seen as an end to this thesis, even as unchanging static instrument. Rather, it is desired that they can open paths to the Philosophy of Education, and also to other disciplines, which will be used this methodology and framework to develop your own scripts, adjusting them according to the need and reality in which they are inserted. / A presente dissertação, intitulada A Filosofia vai ao Cinema: o uso do filme como recurso didático no ensino de filosofia teve como objetivo analisar o Cinema como recurso didático utilizado para apoiar o Ensino de Filosofia no Currículo Paulista, possibilitando pensar a ação docente por meio de roteiros de aula com o uso de filmes. A relevância da pesquisa justifica-se pelo fato de que a educação contemporânea requer que o professor crie novas estratégias de ensino e utilize recursos diferenciados, buscando uma aprendizagem que seja favorável à compreensão de mundo e a reflexão crítica dos alunos. Esta dissertação contemplou uma abordagem qualitativa por meio da pesquisa bibliográfica, análise documental e elaboração de roteiros de aula. Os resultados apontam que além de contribuir para a reflexão filosófica, os roteiros de aula podem suscitar novos olhares para uma educação transformadora, promover melhorias na prática docente e preparar cidadãos conscientes para que sejam autores da própria mudança. Espera-se, assim, que os roteiros de aula aqui apresentados, não sejam vistos como um ponto final para essa dissertação, nem mesmo como um instrumento estático e inalterável. Ao contrário, deseja-se que os mesmos possam abrir caminhos para o Ensino de Filosofia, e também para as demais disciplinas, que poderão utilizar-se dessa metodologia e estrutura para elaborar seus próprios roteiros, adequando-os de acordo com a necessidade e realidade em que estiverem inseridas.

This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism. / Ph. D.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

The dissertation represents a philosophical contribution to ethics and ethical education. Its intention is to present ethics not only as a doctrine of the values and rules of human coexistence, but above all as an essential questioning that brings one to spiritual depth as a true philosophy. It does not approach to the topic by analyzing the work of one or a few relevant authors, but it is guided by the topic itself and the context in which ethics appears. The inspiration here is Heidegger's understanding of the world as the so-called Foursome, in which man, as Mortal, relates to the Earth, the Heavens, and the Divine. As Heidegger explains that man relates poetry to the depths of the world, this dissertation attempts to explain that ethical relation to the world is also something essential for man. The ethical dimension of human action and decision-making, which comes from human freedom, is presented here on diferent levels as morality and ethos. While morality is largely based on the social setting and can be described as a certain conformity, the ethos represents a deep personal authentic search for Good. It is an act in accordance with the conscience, which is oriented according to the Good. Good is presented as an idea in the Platonic sense, as a whole without border, as Divine. This Good...

TITLE: Philosophical aspects of environmental education and consulting AUTHOR: Mgr. et Mgr. Kateřina Marková DEPARTMENT: Department of civics and philosophy SUPERVISOR: Prof. PhDr. Anna Hogenová CSc. ABSTRACT: This Dissertation deals with philosophical bases of environmental education. It conducts a survey of a historical development from nature protection education, through environmental care, ecological education, and environmental education up to education for sustainable development in the Czech Republic. In the chapter "The Reasons of environmental education" certain until now nonanswered questions are formulated, following the chapter where Fink's educational antinomies are discussed. Environmental schools are described by Činčera like ecological education - positivistic stream, global education, deep ecological education and way back to roots, education for sustainable development, and education for ecoliteracy. The crucial theme of the Dissertation is the chapter of a philosophical base of the environmental education. According to Patočka and Palouš we are living just now in an era that can be called as ecological one. From the presented theoretical analysis under a help of philosophy, or more exactly said philosophy of education, followed cardinal philosophic topics of ecologic education, that...

The thesis "Searching for today's education" deals with a dynamic relationship between contemporary postmodern society and school institution, which is the heritage of modern period. This relationship is conceived in two different ways: theoretically by the approach of postmodern philosophy (represented here by the interpretation of works by Jean-Francois Lyotard, Michel Foucault, Jacques Derrida and Roland Barthes) and practically by the evaluation of high-school seminar Understanding contemporary situation that has been held for last year students of a grammar school in Prague. After the introduction and overview of past discussion on this topic the analysis of three basic values of modern school on the concept of indoctrination and neutrality were offered. Those values are education for the truth, education for the freedom and civic education. At the same time a certain tension between the truth and freedom on one hand and the civic education on the other hand occurs. In the next chapter I try to characterize contemporary society by plurality (de/legitimisation, fragmentarisation), relativising relationship to the reality (virtualisation, technologisation, medialisation), and problematising of the subject (problem of identity and marginalisation). In the main part of the thesis I interpret the...

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