Autori u radu istražuju izvore sintagme »cjelovit odgoj« te njegovu recepciju u katoličkom nauku o odgoju. Polazeći od kršćanske antropologije, obrazlažu razne implikacije takvog pristupa odgojnom ...procesu te moguće putove za njegovo ostvarenje u suvremenom kontekstu. Rad je podijeljen u tri dijela. U prvoj točki pod naslovom »Na izvorištu pojma: povijesno‑analitički prikaz« obrađuje se i analizira povijesni izvor pojma cjelovitog odgoja te razumijevanje toga pojma u crkvenim dokumentima te kod domaćih i stranih autora, a posebno u tzv. cjelovitom humanizmu Jacquesa Maritaina. Druga točka pod naslovom »Izabrani teološko‑pedagoški naglasci o cjelovitom odgoju « ističe kršćansku antropologiju kao temelj i izvor ispravnog oblikovanja sadržaja cjelovitog odgoja, uzimajući u obzir suvremene vrijednosne okolnosti koje zahtijevaju nove relacijske dinamike u samom odgojnom procesu. Treća točka rada pod naslovom »Pedagogija srca kao put cjelovitog odgoja« bavi se povezanošću kognitivne i afektivne dimenzije osobe te potrebom za shvaćanjem njezine jedinstvenosti i jednosti, ističući glavne crte Isusove pedagogije i pedagogije Crkve. Takva pedagogija u svojoj je biti personalistička. Kroz rad jasno se ističe utjecaj Jacquesa Maritaina na eksplicitno oblikovanje crkvenog pristupa odgoju. Težište je stavljeno na posadašnjenje antropološko‑teološko‑pedagoškog pristupa cjelovitom odgoju, na kršćanski odgoj kao model cjelovitog odgoja i na njegove moguće primjene. U zaključnom dijelu rada ukazuje se na potrebu povratka na izvore katoličkoga cjelovitog pristupa odgoju. Taj pristup iziskuje entuzijastičku otvorenost srca odgajatelja i odgajanika kroz vjeru u vrhovnog učitelja Isusa Krista.
In this article the authors are pursuing the origins of the syntagma »integral education « and its reception in the Catholic teaching on education. Starting from Christian anthropology, the authors are explaining various implications of such an approach to the educational process and possible ways of its realisation in the contemporary context. The article is divided into three parts. The first part, entitled »At the Sources of the Concept: An Historical‑Analytic Overview«, deals with and analyses the historical origin of the concept of integral education and the understanding of this concept in ecclesiastical documents and writings of national and international authors, especially in so‑called integral humanism of Jacques Maritain. The second part, entitled »Se- lected Theological‑Pedagogical Emphases on Integral Education« draws attention to Christian anthropology as the basis and source of correct formation of contents of integral education, while taking into account contemporary value‑oriented circumstances that demand new relational dynamics in the educational process. The third part of the article, entitled »Pedagogy of the Heart as a Way of Integral Education«, deals with the relation between cognitive and affective dimension of the person and with the need to comprehend the person’s uniqueness and oneness, while pointing out the main contours of Jesus’s pedagogy and pedagogy of the Church. Such pedagogy is in its core personalistic. The article is clearly pointing out the influence of Jacques Maritain on the explicit formation of the ecclesiastical approach to education. The emphasis of the article is on bringing up to date the anthropological‑theological‑pedagogical approach to integral education, on Christian education as a model of integral education, and on its possible applications. In the conclusion of the article, the authors are pointing out the need to return back to the sources of Catholic integral approach to education. That approach demands enthusiastic openness of the heart of educator and pupils through faith in the supreme teacher, Jesus Christ.
Kao teološko-filozofsko promišljanje o čovjeku i njegovu životu u društvu, socijalni nauk Crkve proizlazi iz papinskih, biskupskih i koncilskih dokumenata. Stoga su glavne teme socijalnog nauka Crkve ...ljudska osoba, društvena solidarnost i supsidijarnost. U tom nauku, a u svjetlu kršćanskog poimanja ljudske osobe te načela solidarnosti i subsidijarnosti, nude se kršćanski odgovori na neka teška i zamršena pitanja, među kojima se, već više od stotinu godina, ističe tzv. socijalno pitanje, a od druge polovine 20. stoljeća i pitanje uloga koje imaju sredstva društvene komunikacije, mass media. U ovom članku se pokazuje kako odnos Katoličke crkve i medija nije jednostavan: kako se taj nauk izrazio u doba „borbe protiv modernizma“, kako nakon pojave industrijske revolucije, a kako u ‘informacijsko doba’ koje još traje. Može se vidjeti da je pristup etici, moralu, odgovornosti i dostojanstvu ljudske osobe u mainstream medijskom prostoru često oprečno različit od odgovora koje nudi Crkva. Da mediji informaciju u tom prostoru samo ne prenose, nego da ga i stvaraju. Za Crkvu, gledajući njezin socijalni nauk koji bi trebao služiti svim članovima društva kao orijentir i uputa za svakodnevno djelovanje, važno je istinito i cjelovito prenošenje informacija. Kroz ovdje pobrojane dokumente može se vidjeti da Crkva pokazuje spremnost na suočavanje s medijskim izazovima, jednako kao i za mogućnost njihova korištenja u promicanju socijalne pravde, istine, mira i slobode u traženju zajedničkog dobra.
Jeden cel – dwie drogi Bartosz Włodarski
Politeja,
08/2015, Letnik:
12, Številka:
4 (36)
Journal Article
Recenzirano
Odprti dostop
This paper aims to present how École Libre des Sciences Politiques in Paris affected the development of political sciences in Poland. Two schools based on the French model were set up in Cracow and ...Warsaw by Michał Rostworowski and Edmund Jan Reyman, former students of the French school. In this article, the Warsaw School of Political Sciences and the Jagiellonian University’s School of Political Sciences are described from the perspective adopted by Rostworowski in his study devoted to École Libre des Sciences Politiques. The paper describes the attempts to adapt the French model to the Polish conditions and shows two ways of its reception. The Warsaw school gained an academic status and became an all‑Polish centre of political sciences while the school in Cracow was incorporated into the Jagiellonian University and created an academic environment based on the master‑disciple relationship. It marked the beginning of what Marek Sobolewski described as the Cracow school of political sciences.
A large tectonic earthquake occurred on Kamchatka peninsular on New Year's Day of 1996 along a SW–NE trending fracture system. Just two days after the earthquake and at a distance of about 10–20 km ...to the north, a simultaneous eruption of two separate volcanoes followed. These were Karymsky Volcano and Akademia Nauk Volcano, the latter having its first eruption in historical records. In this paper I use numerical models in order to elaborate the static stress transfer between the earthquake and the volcanic system during the sequence that culminated in the January 1996 volcano-tectonic events. The models were designed to consider (i) the geodetically identified pre-eruptive period of doming in order to calculate stress changes at the nearby SW–NE trending fracture zone, and (ii) the January 1996 Mw 7.1 earthquake in order to calculate the dilatation and stress changes at the magma plumbing system.
The results suggest that stress changes related to year-long inflation under the volcanic centers increased the Coulomb failure stress at the active faults and thus encouraged the earthquake. The earthquake, in turn, prompted dilatation at the magmatic system together with extensional normal stress at intruding N–S trending dikes. Also, field measurements confirmed the presence of N–S oriented fractures above the dike. Unclamping of the N–S oriented fractures allowed magma to propagate and eventually to trigger the twin-eruption at the volcanoes Karymsky and Akademia Nauk. These findings imply that successful hazard evaluations at volcanoes elsewhere require consideration of the seismo-tectonic framework and large earthquake cycles.
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