The Memorandum events from June 1861 constitute an important milestone in the development and shaping of the Slovak nation, its culture, political self-awareness, and national self-determination. Formulated and approved by the First Slovak National Gathering on June 6-7, 1861 in Martin, the Memorandum of the Slovak Nation to the upper chamber of the Hungarian parliament, containing the Petitions of the Slovak Nation which ask for a just enactment of the law with regard to equality of the nations in Hungary, reflected not only the political ambitions but also philosophical and religious convictions (and presuppositions) of the leading figures of the third phase of the Slovak National Revival Movement in mid-19th century.
S u m m a r y: Education constitutes an integral part of human life because of its constant presence. Sometimes it escapes our attention, proving that it requires continuous reflection. Quite often, instead of education in its proper sense, we are dealing with indoctrination, which aims only at pragmatic goals. In this article I analyse the situation of education in Tischners philosophical-anthropological vision of the relationship between good and truth. I assume that the basic condition for consistent education is the realisation of good and truth in a specific way, with a certain dramatic dimension. The philosophy of education points to its difficulties and antinomies, to a struggle with good and truth. Tischner's philosophy of drama is most of all a search for truth; it wants to avoid a suspicion that it intends-for example in the process of educationto enclose man, his understanding and self-understanding within a certain system. In this philosophy, man is perceived as a being capable of creating himself, capable of freely choosing the values and goals for his actions. Education should therefore be perceived in a Socratic way i.e. as a dynamic process oriented towards good and truth, in which movement (aspiration) takes place from an unsatisfactory state (of moral and intellectual abilities) of the pupil to (optimal) development of their personal perfection. K e y w o r d s: man, freedom, philosophy of education, education according to Tischner 1 Prof. PhDr. Pavol Dancák, PhD-kierownik katedry Prešovská univerzita v Prešove (Uniwersytet Preszowski), Gréckokatolícka teologická fakulta (Wydział Teologii Grekokatolickiej), Katedra filozofie a religionistiky (Katedra Filozofii i Religioznawstwa
Abstract-The principle of tolerance confers a right to one's own opinion, own faith and own system of values, but also the right to their manifestation. Tolerance, however, includes an appeal towards constant verification of our own opinions and towards looking for limits of tolerance. The problem of intolerance emerges. J. Ratzinger in contemplation on faith and religion in present-day world gets to the issue of tolerance, freedom, dialogue, truth and reason.
The Church and Freedom in the Post-modern World
The postmodernism abandons a concept of reality and therefore it avoids the possibility of objective knowledge. The Church opens itself to the whole world without difference and refuses any unilateral alliances because the Church's mission is to spread evangelism to men. Nowadays, very important is defending of man's freedom and protecting freedom from egoism is the actual challenge of these times.
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