Neither Angels nor Demons: Implications of Comenius’ Anthropology to Character Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F25%3A50021820" target="_blank" >RIV/62690094:18440/25:50021820 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1163/9789004716049_005" target="_blank" >http://dx.doi.org/10.1163/9789004716049_005</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1163/9789004716049_005" target="_blank" >10.1163/9789004716049_005</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Neither Angels nor Demons: Implications of Comenius’ Anthropology to Character Education

Popis výsledku v původním jazyce

In this chapter, I deal with the profound educational philosophy of Jan Amos Comenius, a 17th-century Czech Brethren pastor, philosopher, and educator, renowned as &quot;the teacher of nations.&quot; Throughout his life, Comenius endeavored to establish schools as &quot;humanitas officinae,&quot; workshops where humanity could be forged and individuals could become truly humane. Central to his educational vision was the cultivation of moral character, which he deemed essential for all education. But what does it mean to be truly humane? Are humans inherently good, like angels, or inherently evil, like demons? Comenius grappled with these questions, recognizing the complex nature of human beings. In this chapter, I will explore Comenius&apos; answers to these fundamental inquiries and examine their implications for the education of moral character.Comenius placed immense importance on moral character education, evident in his various works, particularly his Didactics. He believed that understanding human nature is paramount for effective education, as it shapes how educators perceive and interact with their students. Thus, before embarking on the sacred endeavor of education, one must confront their preconceptions about human nature. Comenius&apos; anthropology evolved over his lifetime, reflecting a dynamic understanding of humanity. He acknowledged the inherent tension within human nature, characterized by both great potential and the capacity for self-destruction. This ambivalence, he believed, necessitated moral education to guide individuals toward realizing their humanity&apos;s noble potential.The complexity of human nature, with its inherent contradictions, demands explanation. Comenius asserted that humanity is not a given but a task—a calling to realize one&apos;s potential and prevent the atrophy of human dignity. Moral education, therefore, becomes indispensable for individuals navigating the oscillations of their moral nature.Ultimately, Comenius believed that virtue is teachable and character is educable, albeit through a nuanced and skillful approach by educators. He outlined principles for character education, including authority, freedom, adequate information, cultivation of good habits, playfulness, spontaneity, repentance, and example. When applied effectively, these principles serve as key elements in the workshop of humanity, fostering the development of individuals who embody the virtues necessary for a harmonious society.

Název v anglickém jazyce

Neither Angels nor Demons: Implications of Comenius’ Anthropology to Character Education

Popis výsledku anglicky

In this chapter, I deal with the profound educational philosophy of Jan Amos Comenius, a 17th-century Czech Brethren pastor, philosopher, and educator, renowned as &quot;the teacher of nations.&quot; Throughout his life, Comenius endeavored to establish schools as &quot;humanitas officinae,&quot; workshops where humanity could be forged and individuals could become truly humane. Central to his educational vision was the cultivation of moral character, which he deemed essential for all education. But what does it mean to be truly humane? Are humans inherently good, like angels, or inherently evil, like demons? Comenius grappled with these questions, recognizing the complex nature of human beings. In this chapter, I will explore Comenius&apos; answers to these fundamental inquiries and examine their implications for the education of moral character.Comenius placed immense importance on moral character education, evident in his various works, particularly his Didactics. He believed that understanding human nature is paramount for effective education, as it shapes how educators perceive and interact with their students. Thus, before embarking on the sacred endeavor of education, one must confront their preconceptions about human nature. Comenius&apos; anthropology evolved over his lifetime, reflecting a dynamic understanding of humanity. He acknowledged the inherent tension within human nature, characterized by both great potential and the capacity for self-destruction. This ambivalence, he believed, necessitated moral education to guide individuals toward realizing their humanity&apos;s noble potential.The complexity of human nature, with its inherent contradictions, demands explanation. Comenius asserted that humanity is not a given but a task—a calling to realize one&apos;s potential and prevent the atrophy of human dignity. Moral education, therefore, becomes indispensable for individuals navigating the oscillations of their moral nature.Ultimately, Comenius believed that virtue is teachable and character is educable, albeit through a nuanced and skillful approach by educators. He outlined principles for character education, including authority, freedom, adequate information, cultivation of good habits, playfulness, spontaneity, repentance, and example. When applied effectively, these principles serve as key elements in the workshop of humanity, fostering the development of individuals who embody the virtues necessary for a harmonious society.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Brokenness and Grace: Rehabilitating Theological Perspectives in Education

ISBN

978-90-04-71603-2

Počet stran výsledku

18

Strana od-do

43-60

Počet stran knihy

208

Název nakladatele

Brill

Místo vydání

Holandsko

Kód UT WoS kapitoly

—