Catholic University in Ruiomberok Faculty of Education MESSAGE OF JOHN PAUL II.2016 ttCurrent challenges and trends in the social sciences" Conference zupport The Facultvof Education of the Catholic Universitv CATHOLIC UNIVERSITY IN RUZOMBEROK Faculty of Education, Department ofManagement Poprrd and INSTITUTJURAJA PALESA V LEvoEI, SLoVENSKO VYSOKA STOTE KARLOVY VARY, EESKA REPUBLIKA PANSTWOWA WYZSZASZKOLA ZAWODOWA W CHELMIE, POLSKA KLINIKA DTARCH JLF UK A SUDTARCH, N.O., DOLNf SMOKOVEC, SIOVENSKO VYSOKA STOm MEDZINARoDNEHo PoDNIKANIA ISM SLoVAKIA PRESOV. SLOVENSKO VfCHODOEUR6PSKA AGENTORA PRE ROZVOJ. n. o.. PoDHAJSKA. SLOVENSKO Ruiomberok 2017 MESSAGE OF JOHN PAUL II. 2016 "Current challenges and trends in the social sciences" Editors: doc. PaedDr. ThDr. Anton Lisnik, PhD. I(atolicka univerzita v Rulomberku, PF Poprad PhDr. Mari6n Ambr6zy, PhD. -Vysok6 lkola medzinrirodneho podnikania ISM Slovakia v PreSove Editorial board doc. PaedDr. ThDr. Anton Lisnik, PhD. PhDr. Katarina Grefiovi Mgr. Mariin Ambrozy, PhD. Ing. Jana Janilkovi, PhD. Mgr. Anna Chochol6kov6 PhDr. lngrid Mlad6 Ing. Anna Diadikov6, CSc. Ing. PaedDr. Petr Vyhnal, PhD. Bc. JozefCisarik Reviewerc prof. Ing. Bohuslava MihaldovtL PhD. doc. JUDr. PhDr. Jiii Bilf, CSc. prof. dr hab. Piotr Mazur, PhD. Ing. Anna Diadikoy.i, PhD. Mgr. Peter Madzik, PhD. Mgr. IGrol damogunkf, PhD. Mgr. Anna Chochol6kov6, PhD. Technical coopentlon: PaedDr. Jdn Gera, PhD. Ing. Miloslav Korba This publicrtion has not undergone languege rwition All papers underwent a double-blind review Publisher: VERBUM vydavatel'stvo Katolickej univerzity v RuZomberku Hrabovskd cesta 5512/lA,034 0l RuZomberok verbum@ku.sk rsBN 978{0-561-0439-2 SL, ll VERBUM Rulomberok 2017 OBSAH PREFACE . . . . . . . . . . . . . . . . . . . . . .8 THE VALUE OF HUMAN LIFE IN TRILOGY ODTIENENE OBLOMKY /TONED SPLINTERS/ BY LA.IOS GRENDEL Magdal6na Bar6nyiov6. Tibor Zi lka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 THE SPECIFICATION OF SOCIALIZATION PROBLEMS IN ADOLESCENCE Mdria Borov6.. . . . . . . . NEW PARADICM IN PHILOSOPHY AND SCIENCE Peter Kohirt . . . . . . . THE PERSONAL STRUCTURE OF SELF.DETERMINATION IN THE PHILOSOPHY OF KAROL WO.TTYLA Hans Krichler.. . . WHY IS THE INTROSPECTION PROBLEMATIC? FOUCAULT'S RESISTANCE AGAINST INTERIORITY Matui Koloi ik. . . . . . . . . . . . . . . .159 THE ABILITY OF COLLEGE STUDENTS TO THINK _ A REFLECTION OF UNDERCRADUATE STUDIES IN THE CONTEXT OF THE ABILITY TO COPE WITH EDUCATIONAL CHALLENGES Mart ina Kosturkovd. Valent ina Sut 'dkov6.. lanka Fcrcncovd . . . . . . . . . . . . . . . . . . 164 LOVE IN LIFE OF.TOHN PAUL II AS MORAL MESSAGE FOR SOCIAL SERVICES Lfdialchoczk6, Katar inaVankor,6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175 MARRIAGE SATISFACTION AND THE LEVEL OF EMOTIONAL INTELLIGENCE OF PARTNERS Jacek l -ukasiewicz. Kazimierz Swi9s. . . . . . . . . . . . . . . . . . . . . . . . . . . 184 PROCRASTINATION IN TERMS OF PERSONALITY TRAITS Jana Matochovri THE REFORM OF THE EXISTING LECAL EDUCATION AND HUMANITIES OR RETURN TO THE PILLARS OF THE MEDIEVAL UNIVERSITY EDUCATION Peter Mosny. Mir ianr Laclavikovi i . Stelan Siskovi i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200 NIETZSCH E, FOUCAULT, GENEALOGY Stanis lav O1ejar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 6 ANOMIE IN THE FAMILY? PctcrOndrcjkovid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222 UNDERSTANDING AS A MEANS OF REVEALING THE MEANING Peter Ondrejkovid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230 COMPARISON OF VALUEPREFERENCE IN YOUNG PEOPLE Lenka Pastemtikov6. ! ) | THE POLITICAL IMAGE . ANALYSIS OF THE PROCESS OF MEDIATIZATION AND THEATRICALIZATION IN TERMS OF ELECTORAL SUCCESS Malgorzata Posy1ek.. . . . . . . . . . . . . . . . . . . . . . . . . .246 CRITIQUE OF GUYER'S READINC OF KANT'S REFUTATION OF IDEALISM IN ..KANT AND THE CLAIMS OF KNOWLEDGE' ' Mazdak Rajabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .261 NURSING EDUCATION IN CONTEXT OF THE BOLOGNA PROCESS Gabr icla Stcfkova. MiriaZarnboriovS 272 278 WHY DO WE NEED HUMANITIES? t45 t54 .. , , l8 CURRENT PROBLEMS OF POOR ROMA COMMUNITIES Gizela Brutovsk6 . . . . . . . . . . . . . . . . . . . . . . . . SOCIAL AND PSYCHOLOGICAL ASPECTS OF FUTURE TEACHER'S TRAININC Olena Budnyk.. . A PO MATURZE CHODZILISA(I'NA KREMOWKI... LEXICAL TRACES OF JOHN PAUL I I 'S PRESENCE IN THE POLISH LANGUAGE Iwona Burkacka BASIC NEEDS IN EDUCATION Mihai l Calalb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 POLITICAL LEADERS AS PUBLIC ACTORS IN SLOVAKIA AIexanderferne2.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 CHALLENGES IN THE EDUCATION OF FUTURE DIPLOMATS IN 20I6 FOCUSED NOT ONLY ON THE SECURITY SECTOR Ladislav Cer i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6S INTERSEXUALDIFFERENCES IN THE LEVEL OF EMPATHY AND PRO-SOCIAL BEHAVIOURIN LATE ADOLESCENCE Domirr ika Doktorova.. . . . . . . . . . . . . . . . . . . . . . . . . .76 PERCEPTION OF A FAIRY TALE HEROINE BY CHILD AND ADULT AUDIENCES Lenka Gogov6 Lenka Regrutov6 INNOVATION OF THE STUDY PROGRAM OF NURSING WITHIN THE COOPERATION AMONG EU COUNTRIES AND THE WESTERN BALKAN Anna Huddkov6, Anna EliaSovri, Dagmar Magurov6, Gabriela Kuriplachov6, Stefr inia Andra$dikovd. Lubica Ryb6rov6... . . . . . . . . . . . . . . . . . . .96 THE DEVELOPMENT OF EDUCATIONAL SPACE A MOUNTAIN SCHOOLS OF THE CARPATHIAN REGION OF UKRAINE lnna Chervinska.. . . . . 34 .43 195 86 DIFFICULTIES EXPERIENCED BY STUDENTS AND THEIR RESILIENCE Justyna Iskra, Waldenrar Kl inkosz.. . . . . . . . . . . . . . . . . . . . . . . 109 FORGIVENESS AS A SPIRITUAL DIMENSION OF MAN AND HIS LIFE Elena ISn duovd, Kr ist ina 1Stvdnovd.. . . . . . . . . . . . . . . . . . . . . . . . RAISING A CHILD IN THE CONTEMPORARY TIMES Jolanta Karbowniczek STUDENTS' INTERPERSONAL RELATIONSHIPS AND THEIR PERSONALITY Walderrar Kl inkosz. Justvna lskra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 I l8 t2'7 INNOVATION IN PSYCHOLOGY Marian Zdzislau' Stepulak........... LukdS Svihura 288 THE OUTLINE OF THE PROFESSION OF EARLY CHILDHOOD EDUCATION TEACHER IN THE VISEGRAD COTJNTRIES. LITERATURE OVERVIEW Anna Szkolak ..........293 SYMBOLS OF CRIMINAL TATTOOS INTERPRETATION AND MEANINC Ba6ora Vegrichtov6 .................. ........ 301 JOHN PAUL II AS A FAMILY SUPPORTER. BETWEEN INSTINCT AND A PROJECT. PARENTHOOD AS A CONTEMPORARY LIFE CONDITIONS' TOLERANCE EXAM. BIPOLARITY OF TODAY'S PARENTHOOD. INTRODUCTION TO RESEARCH Monika Wojtkowiak, Wioletta Szumilas-Praszek .......312 GLOBAL DEVELOPMENT EDUCATION IN THE EDUCATIONAL PROCESS AT SECONDARY SCHOOLS Timea Seben ZafkovA, Denisa Petru3kovi...................... .......................320 WHY DO WE NEED HUMANITIES?g0 Luk65 Svihura Abstract The article is a philosophical reflection ofthe cun'ent slatus oflhe hunmnities in Slovakia. ln rnanv arcas of oul socicty thcrc is au cvidcut dcficit in humanitics-scicnc!' krowledgc, reflected also in parliarnentary election results in 20 I 6 and haviug serious consequences on our society. The afiicle lherefore suggests the possibility oftransposing the knorvledge oftlre humanities, parlicularly philosophy, in the educational process apprupriale to tlre characler ofa pluralistic libcral dcmocracv in thc 2lsl ccntury. Keyrvords: Hurlanities, Philosophy, Education, Plurality, Ethics Introduction The public discourse is firll of statenrents backing up the idea to reduce not only the nunrber of universities and colleges but also the nunrber of courses and students of the lrunranities. The argurnents irr favor of this proposition are backed up by the iuterests of the impcrsonal cntity callcd "labor markct". Howcvcr, as pointcd out by E. Vi3novskli (2014), universities have cultural and intellectual mission and do not ainr to fill the market. It also rreans the nrission of universities is to create people who will be able to live in tlre everchanging and contingent''r environrnent. This process should be backed up by hurnanities education because it provides knowledge that can be applied in the context of individual human existence: when solving couflicts ofvalues, moral dilernnras. critical attitude to social issucs clc. Apparently, this thinking was proposcd by.l. Dcwcy (1998, p. 478) whcn hc said that "the absence of a genuinely humanistic knowledge is a great source of our problerns that is wlry we need active human science." Furthennore, he adds tlrat "Today, it is especially ilnpofiant to dcvclop mcthods of scicntific rcscarch which would providc us with humanitarian or ethical knowledge we rniss so much" (ibid., p. 479). Pluralism uersa.s uniformity In this article we would like to outline the value of humanities education tlrrough tlre philosophical analysis ofthe problem ofpluralisrn, relying on the findings ofselected authors who support thcir findings with thcir cmpirical rcscarch in thc ficld of sociology. cultural studies and other scierces. The philosophical analysis of the problem of pluralism is up-todate since we are confronted with radical difference in lifestyles and the rights ofthose who vehemently articulate lbr this otlremess. We are speaking about tlre emancipation of sexual rurinorities and following the influence of massive Drigration flows. we nrust also address lhe plurality of culturcs that have fixed different civilizational pattems of belravior'. In slrorl. we are in the tirne of tlre boonring pluralism. In temrs ofethnic and cognitive certainty and traditional values the cunent pluralistic situation is often unclear. Z. Bauman expressed tlris situation as follorvs (1996, p.213): "The social spacc of a modcm mall is madc up of thc islands of impofiancc, sprcad across hugc areas deprived oflneaning: each island is a paradise ofknowledge in the rniddle ofa senrantic dcscrt dcprivcd ofcharacteristic fcaturcs and focal points." ln a situation ofradical pluralisnr without ontic and cognitive certainty a need to hold on the nearest fixed point ostensibly providing such an assurance easily arises. With regarcl to politics, this tlend is gradually 'n 'This art icfc rvrs wri l tcn undcr t l re grar l pr( iccl VE(iA no. l i ( )481/15 Projahr cstet i :acie et istcncie v sr i [asnej lilo:olii o kultire. "' The fact that the contingency is a fundanenlal ath'ibute of rhe contemporary uorld was highlighter.l in the work Corllrrger<;r', Iron', und Solidtin by the American pragmatist Rony R. (cf. Rony 1996). becoming visible with the rise ofthe radical light in the European Unione:. Potential outbreak of this negative aspect, manifesting itself aI dernocratic political scenes and in societles themselves rvas clescribed by the postnrodemisrn theorisl and philosopher W. Welsch who dealt with the problenrs of pluralisnr. and who despite the affinnative attitude towards poslntodem pluralisrn stated: "whers people part theil u,ays with the usual staudards and wltclc thc transition to a largc nunrbcr of diffcrcnt oricDtations lcads to a situation of arbitrariness a call lor a leader may get followels" (Welsch I 993b, p. | 8). The inrportant hrng is not to get hold ofthe first populist and denragogic rlretorrc but rather leanr how to navigate through the situation of radical pluralisrn. This is also one of the reasons for presen,ing hurnani t ies and universi ty educat ion. However, we do not waDt to give the mistaken impression that pluralisrn is a negative phcnomcnou that has to bc perccivcd in a ncgativc ways. Thc articlc also providcs a positivc definition of pluralism, as stated by Sisrikovri O. (2001, p. 177): "The plurality of options gives a positive feeling from the wealth a life gives us, its unique rrotnents, unrepealable dccisions and so on. Thc apprcciation of pluralisnr as thc valuc of life is rcflcctcd in thc emphasis that is being put on othenless of its individual nranifestations the plurality and the cnjoynent of thc plural. ln othcr words plurality is thc conccrn rcgarding aesthctics cultivation." Despite positive-minded attributes ofplurality today's enrpiricism convinces us ofa negative appl'oach towards the plurality, as evidenced by the success ofthe radical rightwing party in the parliarnentary election of 2016, let alone by the discussions on social netwolks. This negative anitude is starting to manifest itself in the totalitariau political thinking rvhich does not oppress (only) nrinorities but also intelferes iuto the artists perfomrances, not providing already approved funds allocated by the Ministry ofCulture for organizing cultural events etc.e3 With this continuing trend we can expecl that with the support of such arguments (in relation to the labor market) humanities, social sciences. arts bodies and various inslitutions u,orking on the basis of plLrralism, without which therr existence is rneaningless, will be dissolved and abolished. These clairns are in no way a forecast, they are just sirnply outlining a possible state of things that needs to be avoided early on. That is rvhy we insist on the view that we should not negate pluralisrn, as only pluralisnr prevents totalitarian unifbnnity. We should confornr to the plurality and try to understand i1. As shown by Welsch (1993a), the so-called "aesthetic thinking" that can be refined thlough thc pcrccption of art can hclp us in thc sinration of thc radical plurality. Wclsh statcs that ifwe are equipped with an aesthetic sensitivity in relation to tlre lnodem art, our aeslhetic thinking can be also usecl in our everyday life. This nreans the recognition of the radical pluralisrn the recognition that each individual has different assurnptions. It follou,s then that each individual is organized undersrrigenerrs. On the basis ofthat knowledge we aftlrn) the inconrnrensurable status of these singularities, which means that rve understand that the critelia for" assessing one singularity cannot be applied to the assessment of anolher singularity'". Through such a cognitive processing ofpluralisrn we will be able to understarrd and acknowledge the pluralism instead of suppressing it and feeding totalitalian thinking. With rcgard to this Wclsch (1993) assurnes that the acsthclic cxpcricncc flom art that rnixcs plurality of styles, genres, fonns, content etc. without negating eaclr other can be transposed to nonnal life and serve as a model for specific actions in a situation full ofradical pluralism. In this sense we can perceive this aesthetic thinking to be also an ethical thinking. The philosophl' and concepts of private ethics ' : In Slovakia. thc cxlrcmisim is represcntcd by a polit ical party of M. Kotleba Ludovi struna Nasc Slovcnsko. which in thc lasl plrl iamcntary c'lcctirrrs got 8.(,4% of thc popular volc (Slatistics arc availablc al: htlp://volby.slatisl ics.skhrsilnrsr2(l | 6/sk/data(l2.hrrrl). o' The aboue r ssues rook place under tlre supervision of M. Kot Ieba- '" The art can be reflected in a siugle piece ofan work and life can be reflected in a single l ife form. 288 289 The reasons why it is necessary in the response to the philosophical analysis of the plurality to consider the aesthetic thinking to be ethics and ethics to be aesthetics are as follows: a human being is able to think in tenns of ethics and aesthetic, ie. a human being is able to live in a pluralistic environment and be a person corresponding to the political and social framework ofthe 2l'"s century culture. Such a pelson cau respect differences and undcmtand particulal lnotivations, intentions and rncthods of sclf-rcalization and sclfinterpretation. Such a person implicilly understands that in dre situation ofanti-essentialisrrr and historicisnr ofthe conternporary nrodem society it is not enouglr to refer to the conrmon ground. A person thus becomes aware of ethical relativisrn, however, which does not mean that his/her own actions are relativized. On the contrary, he/she understands that the ethical relativism is simply about forming and shaping one's own ethos accordiDg lo oDe' own taste (if thosc critcria do Dot cDdangcr othcr individuals). Hc/shc shall also undcrstand that onc person's ethos is incommensurable with another person's ethos, which, however, does not mean that each ofthem should not act according to the rules oftheir own ethos that is why individual cthca comc into cxistoncc in thc first placc. These words are not stating the leality but rather outlining a vision. However, the qucstion is horv to irnplcmcnt such a vision. Going back to thc introduction, wc rcmcmbcr Dewey (1998) according lo whonr the source ofmany problems is the lack oftruly hunranistic knowledge. With the regard to the problenr of ethics aesthetics rve see a way which humanities and highel education should take at the vely basic level. Generalizatron disregarding specifics of the hurnanities would be a major mistake. though. Theretbre we rvill lirnit the notiou ofhumanitarian science to a philosophy, which, however, could also provide a base to rnany other lrumanities, social and educational sciences and higher education rn general. We respect its status as a science with a strong traditional position within the university education which. under the lau,no. 131/2002 on Higher Education "[should] develop a hannonious personality. knowledge, wisdom. goodness and creativity in a person," thus create a hurnan being equipped with a high deglee ofethical knowledge (Dervey, 1998). With regard to the postmodem philosophical concepts and the real picture ofthe world today we see thal universalistic, inrperative and essentialist philosophical and ethical concepts are simply not enough in the world of proliferative pluralism. That is also why the culrent philosophy perceives ethics as aesthetics ethos crcated in a creative and individualgcncmtcd proccss. Dcspitc the fact thc ethos is not fixcd to any cssence, it may act as an indicative sclreme as flexible as our presence needs. Foucault (2003a,2003b, 2005,2010) in his last phase ofhis philosophical thinking thought ofthe antique concept oftlre aesthetics of existence and assumed that ifwe reject essentialism, we need lo create ethics b1,otu'selves. The ernergence ofprivate ethics, suclr as e. g. Rorty'(1996) private ethics, is subject to R. Shnstennan's (2003, p. 373) explanation, according to which this trend "can be explained largely as a result of tlre decline of the rnore traditional model of ethics" related 1o the essentialism largely rejected by the contemporary philosophy. Shustennan (2003) states one rnore reasou traditional morality rs quite rigid, thus unable to adapt to real human situations. So if wc thiuk about cthics as of acsthctics, it means thc following: "Ethical dccisions likc art should nol be the result ofstrict application ofthe rules but the products ofcreative and critical imagination" (Shustennan 2003. p. 382). This does not. however, mean resignation to the order and rules, it isjust a rejection oftlreir strict and inrperative nforcenrent. Thinking about private ethics, i.e. ethics created individually and creatively thinking about aesthetically fonned ethos also has political consequences since it is connected with the affinnatiolr of tlre pluralistic nature of the contemporary world. ln the ideal case where the hrnuanities taught at universities would provide hunranistic education on the grounds of the above mentioned philosophical and ethical ideas, it would not be possible for people to cnfbrcc thc political powcl that suppresscs pluralism bccause thcy would pcrccivc plulalisrn as a coucept they belong into. However, such a vision does nol con'espond with the real state of affairs. Therefore, this reflection wants airns to show the way university environment should be lbcusing on creating intellectual culture and culturally responsible individuals. Conclusion Thc rcasoning suggests that we should think about initiating public discussions on thc real role of tlre hurranilies as well as social and educational sciences in our society. Sociocultural and political reality of a globalized world in fact convinces us tlrat we need the hurnanilies education rnore than ever befbre, as evidenced by the ernpirical example of attenrpts regarding political uniformity and negation ofpluralism and creativity. It would be inespousible to ignore the consequences of the rise of the extreme riglrt whiclr explicitly promotes thc priDciplc of unifonnity. Wc should takc thc last ccntury as a waming. Thc fact that we need humanities knowledge as claimed by Dewey is in these lnoments lhe most visible. Horvever, as \r/e know. lrurnanities education is not absent in our society. However, thc qucstion is whcthcr such an cducation providcs rcal hurnanitics cducalion and cthical knowledge. If it were true tlral witlr the incrcasing quantity of people educated in etlrics arrd humanitics also grorvs humanitarianisrn and solidarity, passivity or indiffcrencc to thc problems that affecl hunranity like the suppression ofpluralisrn rvould be he hard to irnagine. The critical analysis of the unir,ersity education and lrumanities education would requite a separale examination. Despite the absence of suclr examination. however, we would like to express our opinion that today we should think about such an education that is suitable for our present times. Humanities and science knowledge camrot be only critical, as criticism, if uot backed up by a real altenrative, often tum into tlre anaclrronistic and dysfunctional concepts. T'he criticism of individualisnt generally brings about the idea of socialisnr and Marxisnr, which can again give rise to dangerous political tendencies. In contrast, it seelns to be a better alternalive to stoically affimr a given state. howevel conflicting it rnight be, and leam to deal with it. With regard to this we can tum to private ethics that can be perceived as a nerv way of thinkiug nansported into the humanities. Prir,ate ethics is not a criticism of historicisnr and anti-essentialisnr due to u,hich we can no longer construct universal ethical systems, right on the contrary. We recognized contingency, individualisrn, pluralisrn and other fundametrtal featut'es ofthe present but we took advantage ofthenr irr favor ofa thinking that would tur up to bc up-to-dalc and yct humanistic and cthical bccausc it would carc about itr the case ofprivale aesthetic ethics tlre creation ofnew, own ethical values that govenr human existence. 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Praha: KLP. rsBN 80-90rs084-s. Zikon d. 13112002 Z. z. o vysoklch Skol6ch ao zrnene a doplneni niektor'.ich z6konov. Mgr. LukriI Svihura University of PreSov in Pre5ov Faculty of Arts lnstitute of Philosophy 17. novembra 1,081 16 Pre5ov email : lukas.svihura@smail.unipo.sk