Filozofické pramene súčasnej mravnej výchovy

Abstract

Since the beginnings of pedagogy as modern science moral education has been placed at the core of its constituting (J. F. Herbart). Since 1993, in the Slovak Republic, moral education has been implemented in a form of a compulsory elective school subject Ethical education that is principally based on education toward prosociality. After almost 25 years of experience with teaching and learning Ethical education it is necessary to verify and update it. One of objections to the conception of the subject is related to insufficient anchoring of this rather psychologising conception in philosophical backgrounds. Therefore, the paper is focused on historical-philosophical fundaments of prosociality and prosocial education in the context of moral education, beginning with the theories of Plato and Aristotle, Christian theology and philosophy, explicitly in thinking of St. Augustine and St. Thomas, through the ideas of empirical (Earl of Shaftesbury, Francis Hutcheson, Adam Smith) and rationalist (Immanuel Kant) line of modernism, up to anti-modernism philosophers (Henry Bergson), with a specific emphasis on the representatives of personalistic philosophy (Emanuel Mounier, Jacques Maritain, Max Scheler, Luigi Stefanini) and philosophy of dialogue (Martin Buber, Emanuel Lévinas and others).