Academic literature on the topic 'Etická ctnost'

In this work we have been researching how Ethic Education influences the pupils behaviour and the social climate in the classroom. For this research we have used a mixed quantitative and a qualitative methodology. In the quantitative part we have realized our research through the natural experiment with one observed independent variable which applicated the programme of Ethic Education for basic school pupils and secondary school students. We have observed these dependant variables of pupils behaviour: the amount of the prosocial behavior, the amount of anxiety and the amount of the behavioural problems. In a group we have observed: the quality of the social climate and the amount of the trust. In the qualitative part we have tried to examine how pupils and teachers perceive Ethic Education and what principles they use for it. We have used these methods of collecting information: a nomination technigue, a questionary About Your Fellowstudents, a questionary About Your Emotions, a questionary CES, a questionary SDQ. In the qualitative part we have used a questionary with this open question. We think that we can make a conclusion about this research that in the quantitative part the hypothese proved that Ethic Education reduces the amount of the anxiety and the other emocional aspects within the pupils...

anglicky The theses is concerned with the development of moral values of selected thinkers and their followers with the focus on their conception of education to moral values. The author follows the development of moral values from the times of antiquity and its concept of justice, which is exposed in laws of that period. One of the most influent text that has its impact until now is biblical "Ten Commandments". In the next part of the theses author focuses on the development of moral values with thinkers like Aristotle, Thomas Aquinas, J. A. Comenius or C. S. Lewis, who had many thoughts and ideas in common. In a different position to moral values stand other important thinkers like J. Dewey, F. Nietzsche or M. Foucault. The next part of the theses refers to contemporary situation in the ethical education in the Czech Republic and the USA (California). Research part of the theses explores the value orientation of the students from the Czech Republic and their peers from the USA (California) with consideration to other factors that can affect the value orientation of the students. The main tool of research is value questionnaire. The research is concerned with the field of traditional values that are passed on from the antient times up to the present day. Furthermore, it is concerned with the...

This work deals with education for virtues in Ancient Greece and Rome and is looking for common elements that can be traced in current educational practice as a reference to this education. It focuses on several important philosophers: Socrates, Plato, Aristotle, Cicero, Seneca and Quintilianus. It examines the virtues which were considered to be the most important, how one can reach them and if they can be learned. The final chapter describes how the antique education for virtue influenced the contemporary Czech education, particularly in the General educational programme for basic education and General educational programme for high schools.

The thesis deals with the reflection of human practice of the comunnity worker´s profession in socially excluded areas, which is represented by good practise and experience of community workers from two socially excluded areas, in a more profound philosophical ethical context. The human being the community worker is the most important factor in community work. Their inner maturity, cultivating inner qualities and entrenched values are besides the knowledge of community work methodology what community workers together identify as a necessary prerequisite for the success. The thesis is divided in three chapters all of which follow the line of setting a theoretical historically philosophical view in the particular practice of a community worker in a socially excluded area. In the first chapter there is an insight into the theory of virtue ethics from the ancient times to the present days, along with the virtue definition, the deconstruction of cardinal and theological virtues and it also discusses how we acquire virtues. The second chapter deals with value ethics. The author tries to answer a question what is the core of values, which one stands above all, what is the way to the meaning of values and, by extension, of a human - being, what is the value definition. It also reflects the values formed by social exclusion. In the third chapter the author tried to take a look into the ethical practice of the community worker in a socially excluded area especially by means of dilemma which was presented and analyzed there.

This research strives to illuminate the concept of "Christian values" and it points out the possible connection between this term and the ethics of values. At the beginning is introduced a reflection on the "Christian values" from both philosophical and theological point of view, then we try to find a connection between the Christian values and the ethics of values. The paper is methodologically structured in several subsequent steps. The first one is the reflection on the concept of "value" in the philosophy of values (20th century). the emphasis is put on the connection between the term "value" and the term "good", because we work on the assumption that there is some non-specific relationship between the good and the values. The following step is a theological elaborate of the term "value" that proceeds from a biblical examination, during which we concentrate non only on the term itself but also on the question if the value-focused thinking in the Scripture has a specific implicit form. Thereafter we examine the term of "value" from the systematic-theology point of view. At first we try to look into the values as an expression of the Divine perfection, then we move on to the moral-theological view, where we present the Christian interpretation of values. With this theological examination we lay the foundations for the determination of "Christian values". In the final part of the paper we present the connection between values and the ethics of values. We examine in detail the definition of the ethics of values itself, consequently we talk about the role of values in the ethics of values as well as the theological development of this doctrine. We can conclude that a satisfactory and widely accepted definition of values does not exist, which is why we also examined the term of "good" in order to find the differences between the two terms. We came to the conclusion that the difference is not convincingly explained by the ethics of values. In the theological reflection of the term "value" we tried to find a biblical foundation for values. The language analysis of the biblical texts showed that the term of values is not very frequent in the Bible and less it is in the contemporary understanding of the texts. However, deeper examination of individual texts of the New Testament showed that value-oriented statements can be found relatively often in the Bible. These statements concern the highest value, as well as the hierarchy of natural and supernatural values, etc. The next step of the theological reflection showed, that in the christian understanding, God is the source of all good/values. He is the originator and the aim of all that is and al that comes from him is good. The ethics of virtues is interesting because it differs from another normative ethics by its theological thinking. It focuses on human action from the point of view of the ultimate goal of human life. It is also associated with natural law. Indeed, each of the cardinal virtues is based on some of the basic benefits of human nature. Cultivating the virtues in life leads one to the goal of life, whether it is a naturally successful life or, in the Christian concept, eternal life, that is, communion with God. In the final step, let's take a look at the very notion of "Christian values." First of all, an inclusive concept is possible, which is based on the fact that God is the originator of all that is good, and therefore all goodness can be understood as good Christian. But then there is no difference between good and Christian good. Perhaps only in the perspective of the person who evaluates this good. Secondly, the concept of exclusive is also possible, with Christian values being what is specifically Christian, that is, what has its foundation in Revelation. In other words, it is the good / value that we would not know if it were not for Christianity.

This work deals with the comparison of Plato and Aristotle's conception of virtue ethics. The first part describes Plato's view of this area of philosophy. Plato puts his ethics based on the analogy between the municipality and the soul. Plato also operates with good ideas. In the second part, Aristotle view. First, I discuss the objectives of its philosophy, which is good, and then bliss. Then there is the division of the moral virtues and intellectual. Then describe each of Aristotle's virtues. The third main section consists of two subsections, the first of which generally compare both concepts when I find the first differences in the overall approach of both authors. In the second subsection I compare other points of doctrine, especially community, friendship and goodness.

Learnability of ethics: is it possible to acquire a virtue? Key words: ethics, virtue, learning, learnability, knowledge, practice This diploma thesis is focused on the field of virtue ethics as one of the main branches of the practical philosophy and on the theme of the possibility to learn or acquire a virtue. In the introduction part, it presents the context and the basis of the theme and besides that also the fundamental criteria, by which the outcome of the thesis and the main question will be assessed. Then a general description of the main principles of the virtue ethics is introduced. The next two main chapters are devoted to the description of the approach to this kind of moral philosophy in the works of it's two most significant representatives, Plato and Aristotle. This description is held with the idea to stress those aspects of virtue, that are in connection with the possibility and forms of learning it. The next chapter brings several more examples of the opinion about both introduces conceptions from the viewpoint of the learnability of virtue. The conclusion then summarizes the described features of the virtue, in what way they connect with the idea of learnability and if they meet the criteria set at the beginning of the thesis.

The first part deals with the concept of virtue ethics in the view of Summa theologica. Its basis is acquired from classical philosophy of ancient scholars. Firstly, it is necessary to describe Plato's and Aristoteles systematical approach to virtues. Plato's approach is parallel with the concept of the state. Aristotle's has a system divided into rational and moral virtues, which is a small entanglement of this topic. The last systematical approach in ancient times takes Stoic's way with dualistic conception of realty and human inside, which is an approach with no ground. Thomas Aquinas continues the system of Plato's and Aristotle's and adds the theory of cardinal and supernatural virtues. The cardinal virtues are rooted in humans, through their habits, so the key question then being human's habits, disposition, and adequacy in connection with their nature. Subsequently, the virtues are an essential part of human nature or personality. The psychology deals with the topic of virtues in the context of personality psychology, especially, in the background of inner quality or traits. Recently, virtues in the psychology are still open to question and are a huge challenge.

This diploma thesis deals with the Aristotelian virtue ethics and its renaissance in the twentieth century. Ethics is first defined generally as a separate science which belongs to the practical sciences. Subsequently, the emphasis on virtue ethics as one of the directions of normative ethics. A key part of the thesis deals with the ethics of virtue in Aristotle and interpretation corresponding more or less to the interpretation of the work of Nicomachean Ethics. The emphasis is on concepts of virtue, bliss and goodness. The development of u virtue ethics from the time of Aristotle until the twentieth century is also mentioned. The last part deals with the form of virtue ethics in the twentieth century, including the process how the ethics of virtue acquired its present form. It is also compared to the interpretation of virtue ethics in Aristotle and in the works of modern moral philosophers, particularly the work of Alasdair MacIntyre After Virtue is emphasized.

The diploma thesis deals with the elucidation of the importance of ethics in social work. It focuses on important theoretical knowledge in the field of ethics and ethical concepts and its aim is to point out the possibilities of using ethical values, theories or virtues in professional practice. The work is focused on the presentation of important ethical concepts and ethical values, the contemporary form of social work, the personality of the social worker, the level and importance of education, and various examples of possible ethical problems or ethical dilemmas that can occur in the practice of social work. This thesis is based on the assumption that current social work is in a crisis and its setting requires change.