scholarly journals Educating to Forgive as an Expression of Concern for Order in a Person's Natural Environment. Part. 1: Evil and Harm in the Life of a Human Person and the Source of the Need to Forgive

2017 ◽  
Vol 4 (1) ◽  
pp. 133-139
Author(s):  
Michał Wyrostkiewicz
Keyword(s):  
Natural Environment ◽  
Human Person ◽  
Human Being ◽  
The World ◽  
Natural Climate ◽  
Good And Evil

The paper defines philosophical categories of good and evil in the process of upbringing and development of the personality. People are good by nature. That is why they tend towards the good, they desire what is good, they feel bad and do not function well when they are touched by evil. Goodness is part of the natural environment of the human being; goodness is the natural climate of the human person. At the same time, however, people perform bad deeds. They create evil. They often harm others. This is the cause of disorder in a person's environment. It turns out that the only effective and reasonable means of restoring such order is forgiveness. It is the only thing that has a chance to realistically stop the potential avalanche of evil that appears to be the obvious result of wrongdoing and “nurturing” harm or planning revenge. The evil that “insidiously” enters the world creates the need for forgiveness as the only way to respond to harm; as a way that leads to real order in a person's environment

scholarly journals Simone Weil’s Radical Ontology of Rootedness: Natural and Supernatural Justices

2019 ◽  
Vol 2 (1) ◽  
pp. 23-35
Author(s):  
Alexandre A. Martins ◽  
Keyword(s):  
Human Person ◽  
Social Reality ◽  
Human Condition ◽  
Human Being ◽  
Human Spirit ◽  
The Real ◽  
The World ◽  
Transcendent Reality ◽  
The Individual ◽  
The Human Condition

This paper argues that Simone Weil developed an anthropology of the human condition that is a radical ontology of the human spirit rooted in reality. Weil begins her account from the real, but this real is not only the historical or social reality. It is also what is true about the human person as a created being in connection with the transcendent reality. She believes that affliction reveals the human condition and provides an openness to transcendence in which the individual finds the meaning of the human operation of spirit. Therefore, Weil’s radical ontology is based on a philosophy of the human being as an agent rooted in the world. In order to be rooted, a human being needs decreation (the creation of a new human) and incarnation (cross and love in the world). In her radical ontology derived from attention to the real, Weil argues for an active incarnation in social reality that recognizes others, especially the unfortunates, for the purpose of empowering them and promoting their dignity. Her radical ontology incarnates the human in the world between necessity and good, that is, between the natural and the supernatural.

Personalistic Pedagogy and Transcendence

2021 ◽  
Vol 47 (1) ◽  
pp. 59-81
Author(s):  
Marian Nowak
Keyword(s):  
Human Development ◽  
Human Person ◽  
Three Dimensions ◽  
Personal Life ◽  
Spiritual Life ◽  
Human Being ◽  
Close Link ◽  
Practical Action ◽  
The World ◽  
Theoretical Reflection

In this paper I focus my attention on personalistic pedagogy, and its connection with transcendence, which was defined by Karol Wojtyła as ‘another name for the person’, because of its close link to the realisation of man as a person (Wojtyła, 1993, s. 230). In this regard, I focus my attention on references to transcendence in the studies of selected personalists. In its structure the article proposes reflection over the following problems: 1) the spiritual and transcending dimension of the bodily character of the human person; 2) the transcendence of the human person and the human person’s quest for values in the varieties of personalisms; 3) the ‘naturalisation’ of the ‘person’ category, and the openness to transcendence; 4) transcendence in historical, metaphysical and theological personalism; 5) education as a process between nature, culture and transcendence. According to Karol Wojtyła, when we talk about transcendence in relation to the human person we should take into account three dimensions: 1) transcendence in action; 2) transcendence towards another ‘I’ and 3) transcendence towards personal God. The biological life is never able to explain the spiritual life, and it is the spiritual life that gives meaning to the biological life, because the only sphere of the spirit reveals to us the value of the personal life and the meaning of human existence. This consequently leads to the need for separate reflection on the world and on man. In this sense, both in theoretical reflection and in practical action, the above-mentioned need is emphasised and points to respect for the ‘mystery of the child’, all the more acceptable in a climate of faith and openness to transcendence. Of course, the process of education and teaching can be approached superficially, in a shallow sense, in which we can remain closed to the possibilities and potential of human development. Epistemological distinctions connected to Maritain’s levels of cognition allow us to notice at least two types of teaching and education (flat and deep). A human being might stop (for various reasons, of course) at the lower levels of existence, and give up any aspirations to higher values, and to transcendence. Here we can seek help in explaining the part of staying open on transcendence of personalistic pedagogy.

The Immortality of Man

1941 ◽  
Vol 3 (4) ◽  
pp. 411-427
Author(s):  
Jacques Maritain
Keyword(s):  
Everyday Life ◽  
Human Person ◽  
Thomas Aquinas ◽  
Human Being ◽  
Soft Or ◽  
The World

Let us think of the human being, not in an abstract and general way, but in the most concrete possible, the most personal fashion. Let us think of this certain old man we have known for years in the country, —this old farmer with his wrinkled face, his keen eyes which have beheld so many harvests and so many earthly horizons, his long habits of patience and suffering, courage, poverty and noble labor, a man perhaps like those parents of a great living American statesman whose photographs appeared some months ago in a particularly moving copy of a weekly magazine. Or let us think of this certain boy or this girl who are our relatives or our friends, whose everyday life we well know, and whose loved appearance, whose soft or husky voice is enough to rejoice our hearts. Let us remember—remember in our heart—a single gesture of the hand, or the smile in the eyes of one we love. What treasures on earth, what masterpieces of art or of science, could pay for the treasures of life, feeling, freedom and memory, of which this gesture, this smile is the fugitive expression? We perceive intuitively, in an indescribable not inescapable flash, that nothing in the world is more precious than one single human being. I am well aware how many difficult questions come to mind at the same time and I shall come back to these difficulties, but for the present I wish only to keep in mind this simple and decisive intuition, by means of which the incomparable value of the human person is revealed to us. Moreover, St. Thomas Aquinas warns us that the Person is what is noblest and most perfect in the whole of nature.

scholarly journals Wychowanie ekologiczne w perspektywie personalistycznej

2003 ◽  
Vol 1 (1) ◽  
pp. 445-456
Author(s):  
Stanisław Dziekoński
Keyword(s):  
Natural Environment ◽  
Value Of Life ◽  
Social Dimension ◽  
Modern World ◽  
Human Being ◽  
Ecological Education ◽  
The Social ◽  
The World ◽  
Objective Value ◽  
Practical Recommendations

In the modern world, the value and the dignity of man, the value of life are very often placed in doubt, while consumer mentality, the glorification of freedom, subjection to egoism - achieve great measures. This situation has its negative reflection on education towards the respect of the socio-natural environment. Suggestions presented for pro-ecological education quite frequently concentrate on practical recommendations, which apply above all to the world of nature. Many a time the social dimension of this education and personalistic motivation are omitted. So, the uncovering of the value of pedagogical personalism for ecological education is especially important today. The reflection presented here shows that ecological education is close to the personalistic concept of education, and it is even immanently rooted in the aims and principles plotted by it. At the foundations of ecological education in personalism, we find the greatness and the dignity of the human being as a person. The .personalistic norm.) of pro-ecological education by no means depreciates other beings possessing autonomy and objective value. Between man and other beings, one can see close ties, relations of interdependence, common sharing of destiny. This is especially underlined in the Christian concept of personalism, which directs the whole of education in the Christ-centered direction.

scholarly journals ÉLISÉE RECLUS ¿UN PROTO-ECOLOGISTA?

GEOgraphia ◽  
2020 ◽  
Vol 22 (49) ◽  
Author(s):  
Miriam Hermi Zaar
Keyword(s):  
Human Nature ◽  
Natural Environment ◽  
Environmental Awareness ◽  
Social Reasoning ◽  
Human Being ◽  
Space And Time ◽  
The World ◽  
Ecological View

Resumen: Élisée Reclus nos dejó un gran legado con el que enfoca al ser humano como parte intrínseca de la naturaleza. Este manuscrito, elaborado a partir de los textos de Reclus y de autores estudiosos de su obra, tiene como propósito examinar las reflexiones reclusianas sobre las relaciones sociedad-naturaleza en el espacio y en el tiempo desde un movimiento dialéctico, y como éstas pueden deteriorar el medio natural. En su análisis, engendrado a partir de un planteamiento que refuta el enfoque determinista, Reclus hace hincapié en los límites de la naturaleza y defiende la necesidad de formar una conciencia medioambiental, con la finalidad de comprenderla mejor y actuar sobre la misma, preservando su equilibrio. Por sus aportaciones metodológicas a los estudios geográficos y a la ecología, con las que brinda al desarrollo una visión ecológica del mundo y en particular al razonamiento ecológico-social, Reclus merece ser considerado un proto-ecologista.Palabras clave: Élisée Reclus; proto-ecología; relaciones ser humano-naturaleza en el espacio y en el tiempo; conciencia medioambiental.ÉLISÉE RECLUS, A PROTOECOLOGIST?Abstract: Élisée Reclus gave us a great legacy through focuses the human being as an intrinsic part of the nature. This manuscript elaborated from Reclus texts and authors who study their work, purposes to examine reclusian reflections about society-nature relations in the space and in the time from a dialectical movement, and how these ones can deteriorate the natural environment. In his analyses, begotten from an approach that refutes the deterministic, Reclus emphasizes the limits of nature and defends the need of forming an environmental awareness, so as to better understand it and act on it, preserving its equilibrium. For his methodological contributions to geographical studies and ecology, through which ones he provides to development an ecological view of the world and in particular to ecological-social reasoning, Reclus merits to be considered a proto-ecologist.Keywords: Élisée Reclus; protoecology; human-nature relationships in space and time; environmental awareness.ÉLISÉE RECLUS, UM PROTO-ECOLOGISTA?Resumo: Élisée Reclus nos deixou um grande legado, no qual enfoca o ser humano como parte intrínseca da natureza. Este texto, elaborado a partir de textos de Reclus e de autores estudiosos de sua obra, tem como propósito examinar as reflexões reclusianas sobre as relações sociedade-natureza no espaço e no tempo desde um movimento dialético, e como estas podem deteriorar o meio natural. Nas suas análises, engendradas a partir de uma abordagem que refuta o enfoque determinista, Reclus enfatiza os limites da natureza e defende a necessidade de formar uma consciência meio ambiental, com a finalidade de compreendê-la melhor e atuar sobre a mesma preservando o seu equilíbrio. Por suas contribuições metodológicas aos estudos geográficos e à ecologia, nas quais brinda ao desenvolvimento uma visão ecológica do mundo e em particular ao raciocínio ecológico-social, Reclus merece ser considerado um proto-ecologista.Palavras-chave: Élisée Reclus; proto-ecologia; relações ser humano-natureza no espaço e no tempo; consciência meio ambiental.

scholarly journals O HUMANISMO PERSONALISTA DE LIMA VAZ: UMA RESPOSTA FILOSÓFICA AO PROBLEMA DO ABORTO

2010 ◽  
Vol 38 (106) ◽  
pp. 233
Author(s):  
Eleandro Teles
Keyword(s):  
Human Life ◽  
Human Person ◽  
The Other ◽  
Human Being ◽  
Broad Category ◽  
The World ◽  
The Absolute

Uma posição contrária ou favorável ao aborto depende da resposta à questão bioética elementar: quando tem início a vida qualitativamente humana no feto? Adotando o princípio da inviolabilidade da vida humana como critério ético fundamental de análise, busca-se responder à pergunta sobre o status do embrião a partir da antropologia personalista de Lima Vaz. Conforme o autor, a pessoa humana é compreendida na tríplice estrutura: somática, psíquica e espiritual. Uma nova e ampla categoria de pessoa é proposta: ser humano, unidade de estrutura e relações, convocada a realizar-se pelo movimento dialético de expressão do dado somático, através das relações fundamentais com o mundo, o outro e o Absoluto, abrangendo toda a existência, desde a fecundação até a morte. O humanismo personalista de Lima Vaz oferece uma resposta filosófica contundente ao problema do aborto.ABSTRACT: A stand against or in favor of abortion depends on the answer to the elementary bioethical question: when is the beginning of the human life in a fetus? Adopting the principle of inviolability of human life as the fundamental ethical criterion of analysis and using Lima Vaz’s personalistic anthropology, we search for an answer to the question about the embryo status. According to the author, the human person is comprehended in the triple structure: somatic, psychic and spiritual. A new and broad category of person is proposed: the human being, unity of structure and relations, is called to self realization by the dialectical movement of expression from the somatic base, through the fundamental relations with the world, the other and the Absolute, including the entire existence, from fecundation until death. Lima Vaz’s personalistic humanism offers a forceful philosophical answer to the problem of abortion. 

The image of man in the creation narratives of the Bible

2021 ◽  
Author(s):  
Birgit Zweigle
Keyword(s):  
Image Of God ◽  
Human Existence ◽  
Human Being ◽  
The Bible ◽  
The World ◽  
Before And After ◽  
The Creation ◽  
Good And Evil ◽  
The Voice

How self-images, the perceptions of others, and caricatures can fundamentally shape human existence and what role the image of man plays in the Bible are discussed by the author with her examination of the two creation narratives in Gen 1,1-2,4a and Gen 2,4b-3,24. After a brief introduction to the origins and the differences between the Priestly and Jahwist accounts of creation, she first analyzes the Priestly account, which focuses on the creation of the world as a whole. The idea expressed here of the human being as an ›image of God‹, which includes women and men equally, initially paints an exceedingly positive picture of people and the world, so that the author asks herself whether ultimately this story doesn’t seem almost naive, since there is no evil in it at all and everything is given the predicate ›good‹. With this question she goes into the analysis of the second account of creation, which focuses more on the creation of man and describes him as a kind of »in-between being made of divine breath and matter«. Here it becomes clear that it is man who gives existence to evil by reaching for the fruits of the tree of the knowledge of good and evil without authority, obeying the voice of Satan more than that of God. This turns his salvific state into an unsalvific one, which according to this idea continues to this day. Divided into a before and after, the author examines this biblical account of ›the Fall‹ in detail in order to summarize subsequently what constructive and destructive meanings can be read out of these two accounts of creation for our present image of man.

The problem of periodization of the history of religion

1997 ◽  
pp. 3-8
Author(s):  
Borys Lobovyk
Keyword(s):  
Religious Studies ◽  
Human Being ◽  
Religious Development ◽  
History Of Religion ◽  
The Social ◽  
The World ◽  
History Of ◽  
Role Of Religion

An important problem of religious studies, the history of religion as a branch of knowledge is the periodization process of the development of religious phenomenon. It is precisely here, as in focus, that the question of the essence and meaning of the religious development of the human being of the world, the origin of beliefs and cult, the reasons for the changes in them, the place and role of religion in the social and spiritual process, etc., are converging.

Myriad Aspects of Secular Thinking on Malayali Cuisine

GIS Business ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 202-206
Author(s):  
SAJITHA M
Keyword(s):  
Social Status ◽  
Daily Life ◽  
Social Indicators ◽  
The Body ◽  
Human Being ◽  
Healthy Life ◽  
The Social ◽  
The World ◽  
History Of ◽  
Civilized Society

Food is one of the main requirements of human being. It is flattering for the preservation of wellbeing and nourishment of the body.  The food of a society exposes its custom, prosperity, status, habits as well as it help to develop a culture. Food is one of the most important social indicators of a society. History of food carries a dynamic character in the socio- economic, political, and cultural realm of a society. The food is one of the obligatory components in our daily life. It occupied an obvious atmosphere for the augmentation of healthy life and anticipation against the diseases.  The food also shows a significant character in establishing cultural distinctiveness, and it reflects who we are. Food also reflected as the symbol of individuality, generosity, social status and religious believes etc in a civilized society. Food is not a discriminating aspect. It is the part of a culture, habits, addiction, and identity of a civilization.Food plays a symbolic role in the social activities the world over. It’s a universal sign of hospitality.[1]

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

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