Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/99734
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Teologija / Theology (H002)
Author(s): Danilevičius, Eugenijus
Title: Personalistinė vilties pedagogika: pagrindiniai konceptualūs bruožai
Other Title: Personalistic pedagogics of hope: the main conceptual features
Is part of: LOGOS. Vilnius : Visuomeninė organizacija "LOGOS", 2019, T. 99
Extent: p. 200-207
Date: 2019
Keywords: Teologija;Personalistinė vilties pedagogika;Personalizmas;Vilties dorybės ugdymas;Personalism;Teology;Personalistic pedagogy of hope;Education of virtue of hope
Abstract: Siekiant apibūdinti personalistinės vilties pedagogikos pagrindinius konceptualius bruožus, straipsnyje atliekama pedagoginės, filosofinės ir teologinės mokslinės literatūros teorinė sisteminė turinio analizė ir sintezė, kurių pagrindu aptariama personalistinės vilties pedagogikos samprata ir formuluojamas šios krikščioniškosios pedagogikos šakos pagrindinis tikslas. Straipsnio pabaigoje pateiktos teoriškai pagrįstos šio tyrimo išvados
The article defines the main conceptual features of a personalistic pedagogics of hope. The article introduces the main conclusions of theoretical research: 1) Personalistic pedagogics of hope consists of three elements – personalism, hope and pedagogics, and meaning is common to both. As an expression of human opportunities, hope gives a meaning to pedagogical activity. Personalism and pedagogics have the common aim of finding meaning. Therefore, meaning is the foundation of the synthesis of personalism, hope and pedagogics, and the most important segment of personalistic pedagogics of hope. The theory of logotherapy also emphasizes the significance of hope for a person looking for the meaning of life and implementing it. 2) A dramatic situation of the world nowadays (and in the future) requires a message of hope. In the face of difficult challenges and dangers, hope is not a stimulus to simply calculate chances and dangers, but a human response to them. On a human level, such a tendency is obvious: the more Christian hope loses its position in a society, the more illusory hopes or despair grow in hat society. Thus, the need to bear witness to Christian hope is clear. The main goal of personalistic pedagogics of hope – the education of the virtue of hope – is directed that way
Internet: http://www.litlogos.eu/L99/Logos_99_200_207_Danilevicius.pdf
http://www.litlogos.eu/L99/Logos_99_200_207_Danilevicius.pdf
https://doi.org/10.24101/logos.2019.44
Affiliation(s): Katalikų teologijos fakultetas
Religijos studijų katedra
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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