Jaká je hodnota lidského života? Článek poukazuje na hodnotu člověka jako Božího obrazu. Zabývá se problematikou posvátnosti lidského života, problém smrti a věčného života, otázkou lidské svobody a svobodného jednání. Chápe svědomí jako podstatný element pro poznání mravní pravdy o světě, mravního zákona vepsaného Bohem. Jedná se o soud rozumu, kterým lidská bytost poznává mravní jakost konkrétního činu. Autor poukazuje na vztah rozumu a víry a poznatelnost Boží pravdy skrze lidský rozum a lidské svědomí. Teprve prostřednictvím této optiky pak lze chápat správně hodnotu lidského života a hodnotu lidských činů., What is the value of human life? This article points to human value as the value of God's image. It deals with the issue of the sanctity of human life, the problem of the death and the eternal life, the question of human freedom and free agency. Theological view finds out the conscience as an essential element of understanding of the moral truth about the world, a law written by God. This is a judgment of reason throw which the human being recognizes the moral quality of a concrete act. The author points to the relationship between reason and faith and cognizable God's truth through human reason and human conscience. Only through this lens can be understood correctly the value of human life and the value of human acting., Ondřej Lehký, and Literatura
a1_This paper considers the influence of Enlightenment thinking on the pedagogical works of Jan Valerián Jirsík (1798-1883), who earned a place in Czech history as a priest, theologian, active patriot, education campaigner, pedagogue, writer and not least as the fourth Bishop of České Budějovice (Budweis), an office he held from 1851 until his death. Primarily, it draws on and follows up ideas in the writings of the theologian Ctirad Václav Pospíšil and the church historian Kamila Veverková, who both trace the links between Jirsík the theologist and thinkers associated with Bernard Bolzano. Jirsík’s early writings, however, are as much concerned with pedagogy as they are with theology, and the aim of this study is to discover whether his ideas on education were similarly influenced by Enlightenment thinking. It analyses his views on the subject before 1851, i.e. until he became Bishop of Budweis - specifically in the period 1826-1843, when he was much occupied with questions of education and upbringing. In his years as bishop he devoted little time to literary pursuits. The study concludes that the legacy of the Enlightenment era most certainly played an important part in Jirsík’s deliberations on education. There is, however, a certain progression discernible in his thinking. In the early period, of which Sunday School (1826) is a representative text, we see the influence of contemporary Enlightenment clerical pedagogy as he advocates extending human knowledge through reason in order to improve living conditions. Faith and religion are also factors here, especially in his emphasis on the positive role of God the Creator. In the second period under consideration (1836-43), we find closer parallels between Jirsík’s pedagogical and theological thinking., a2_Within ten years of writing Sunday School, his position had shifted from that of a priest attempting to expand or improve education in the spirit of Enlightenment ecclesiastical pedagogy to that of a theologian (and so-called ‘true’ enlightener) who from theological considerations drew conclusions for the educational process. In Jirsík’s view, Christianity and Enlightenment go hand in hand, serving to elevate human life spiritually as well as materially. For him education means the enlightenment of both soul and reason. Nor does he see any contradiction between faith and rationality. It is evident from his thinking that he was convinced of the need to implement the pedagogical ideal of the Enlightenment: to educate virtuous citizens who were also rational., Rudolf Svoboda., and Obsahuje bibliografické odkazy
This study aims to present the problems of the perspective of Catholic theology and Catholic historiography on the Enlightenment. In its first part it attempts to find an answer to the question: is the Church History rather theological or historical discipline? Then it shows some specifics of the Catholic perspective in the Church History discipline before and after the 2nd Vatican Council. In its second part it shows reflection of the problems of Enlightenment in the Catholic theology. In the next part this study dwells on discussion about understanding of Enlightenment in history since 1908 till now. In its last part shows reflection of theological and historical research in the Bohemian area before and after the 2nd Vatican Council., Rudolf Svoboda., and Obsahuje bibliografické odkazy