Theology and Philosophy of Education <p><em>Theology and Philosophy of Education</em> (TAPE) is an open-access journal (OA) for perspectives in the theology of education and philosophy of education. All articles are double-blind peer-reviewed by two reviewers. Reviewers are independent of the authors, i.e., not affiliated with the same institution. A minimum of one of the reviewers is external (i.e., not a member of the editorial board). All editors and reviewers of TAPE respect COPE guidelines for the best publication ethics practice. TAPE applies the platinum/diamond OA publishing model, which means that we publish without charging authors article processing charges: APC = 0, submission charge: 0. The journal is published on a semi-annual basis. We apply the <em>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</em> (CC BY-NC-SA 4.0). The authors hold the copyright without restrictions.</p> <p>ISSN 2788-1180</p> en-US (Publisher: Czech Christian Academy, Pedagogical Section (Česká křesťanská akademie, Pedagogická sekce)) (Zuzana Svobodová) Thu, 21 Dec 2023 00:00:00 +0100 OJS 60 Josef Zvěřina on Friendship <p>This is a translation of the text written by Czech theologian Josef Zvěřina, originally published in 1969, republished: Zvěřina, Josef. 1995. “Můj přítel nevěrec.” In <em>Pět cest k radosti</em> [The five ways to joy], edited by Jolana Poláková, 79–80. Prague: Zvon.</p> Ondřej Svoboda Copyright (c) 2023 Ondřej Svoboda Thu, 21 Dec 2023 00:00:00 +0100 The Responsibility of Educators Zuzana Svobodová Copyright (c) 2023 Zuzana Svobodová Thu, 21 Dec 2023 00:00:00 +0100 Original Apologetics <p>It can be said that apologetics was superseded in and around the Second Vatican Council: the word, or any version of it, was not included in any of the sixteen documents. However, apologetics by the 20<sup>th</sup> century had become significantly different from the wide and general apologetics of the first century and a half of Christianity, and for the scriptural calls for it. This original apologetics, or Petrine apologetics, was replaced by a very specific approach which can be called Justinian apologetics. It was the latter that Vatican II more or less rejected, and 11 of the conciliar documents have either clear calls or content that seek a return to Petrine, that is, original apologetics. This is a call to be prepared, that is, through appropriate education, to respond to others who question or challenge Christianity, and to do so in an appropriate Christian manner, which in turn is a form of educating: removing obstacles to belief by explaining.</p> Stuart Nicolson Copyright (c) 2023 Stuart Nicolson Thu, 21 Dec 2023 00:00:00 +0100 Josef Zvěřina and Impulses for Theological Studies – Contemporary Issues <p>The presented article reflects the perspectives that can be observed in Josef Zvěřina, in his impulses for universities, mission, contribution and continuous spiritual formation of students. An integral part is the contribution and influence of theological thinking on science, culture, human society, and value orientation.</p> Jana Jičínská Copyright (c) 2023 Jana Jičínská Thu, 21 Dec 2023 00:00:00 +0100 John Henry Newman’s Idea of a University as Critique of Jeremy Bentham’s Utilitarian Conception of Education <p>The main thesis of this article is that Newman’s famous <em>Idea of a University</em> cannot be fully appreciated without the background of the educational programmes popularized in the first half of the 19th century, which have their matrix in the utilitarian philosophy of Jeremy Bentham. The comparison of these two thinkers shows that Newman built his system of education and arrived at its basic principles precisely by refuting the principles of utilitarianism and liberalism of his time. From this perspective, his work on education no longer remains a quiet prose, but can be seen as a moral and cultural struggle over fundamental values.</p> Andrej Mária Čaja Copyright (c) 2023 Andrej Čaja Thu, 21 Dec 2023 00:00:00 +0100 The Role of Educational Programmes and Their Effect on Self-Education <p>The role of educational programmes and their influence on personal development (self-education) is indisputable. The aim of this article is to reflect on my personal experiences from a summer school completed in July 2023 at Oxford University. Using a very specific example, I try to explain the motivations that led me to attend the summer school and the possible practical effects in my professional and personal life. Numerous discussions and debates with colleagues from very different cultural backgrounds were very beneficial during my stay in Oxford. As part of these debates, reflection of practice, sharing of experiences, but also guided activities within the educational programme, I will try to describe several areas in which I observe contribution and benefit. Finally, I will use a practical example (essay) to show how the discussions in this course influenced me in thinking about problems and stimuli in my professional life while working on a development co-operation project in Kenya.</p> Lukáš Malý Copyright (c) 2023 Lukáš Malý Thu, 21 Dec 2023 00:00:00 +0100 E-learning during the Covid-19 Pandemic in a Philosophical Reflection <p>This paper is part of a postgraduate research project examining the possibilities and limits of e-learning. The aim of this study is a philosophical reflection on e-learning during the Covid-19 pandemic from the perspective of the Czech philosophy of education and phenomenology. E-learning has become an integral part of the educational process in recent years, especially due to the Covid-induced lockdowns between 2020 and 2022. Based on the background of the Czech philosophy of education, this paper examines the characteristics, possibilities, and limits of the e-learning method.</p> Josef Hejný Copyright (c) 2023 Josef Hejný Thu, 21 Dec 2023 00:00:00 +0100 From Aesthetics to Awakeness <p>This paper explores philosopher of education Maxine Greene’s position on narratives in multicultural education. Moreover, this paper will look into notions of aesthetic education, social imagination, and “wide-awakeness”: three Greenean concepts that will be examined vis-à-vis multicultural narratives in educational contexts. This triad aims to help both the learner and the educator to emancipate multicultural narratives from the periphery, and to nurture an inclusive philosophy of education in class.</p> Luke Fenech Copyright (c) 2023 Luke Fenech Thu, 21 Dec 2023 00:00:00 +0100