Exclusive humanism as a challenge for moral-ethical upbringing
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Notice bibliographique
Résumé
Research Objective: The main scientific aim of article is an attempt to reconstruct the concept of contemporary Western culture, created by Canadian contemporary philosopher of religion and politics, Charles Taylor, which is the exclusive humanism. The Research Problem and Methods: The main research problem takes the form of a question about the conditions of the possibility of moral-ethical upbringing in the reality of exclusive humanism. The methodology is based on hermeneutic reconstruction, emphasizing two categories – understanding and sense. The Process of Argumentation: At the beginning, the authors present the definition of exclusive humanism, as an outlook on life, typical of the Western European culture, deprived of transcendental horizon. Then they discuss the most important features of exclusive humanism, such as an affirmation of the value of human being and subjectivization of faith (and related with it – secularization or religious pluralism) and consider, what is the importance of these processes for the young person development. Then the authors describe such features of exclusive humanism, as orientation on earthly life and minimizing suffering, noting that this outlook on life cannot provide the answers for the most difficult existential questions. The authors also highlight the bright sides of exclusive humanism, such as observed global solidarity and general willingness to help people in need. Finally, the authors draw attention to the paradox of exclusive humanism. Research Results: As a result of the analysis, the authors come to the conclusion that the exclusive humanism is an important challenge for moral-ethical upbringing. The main threats for the educational process in the exclusive humanism conditions, are the difficulties of transmitting non-material values, especially – the moral ones. Although the object of its apotheosis (human flourishing, fullness of life, self-realization) may be considered as valuable, it may paradoxically – by freeing from transcendental framework – limit human development, by withholding from him the opportunity to achieve full self-realization. Conclusions, Innovations and Recommendations: In the conclusion, the authors notes, that Charles Taylor, although a Catholic himself, when proposes a humanism open to the transcendence, he does not necessarily mean theistic perspective. Taylor’s form of humanism is compatible with a belief in God, but does not necessitate it. It necessitates an attitude of openness and willingness to leave a space for the possibility of God and a sense to life beyond the mundane.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle