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What conditions education for forgiveness in terms of the neo-Thomistic philosophy of education

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dc.contributor.author Horowski, Jarosław
dc.date.accessioned 2018-07-19T07:56:13Z
dc.date.available 2018-07-19T07:56:13Z
dc.date.issued 2018-05-24
dc.identifier.citation Journal of Religious Education, vol. 66 (1), 2018, pp. 23-36.
dc.identifier.issn 1442-018X
dc.identifier.other DOI 10.1007/s40839-018-0054-z
dc.identifier.uri http://repozytorium.umk.pl/handle/item/5367
dc.description.abstract The article addresses questions about the conditions of education for forgiveness, analysing them in terms of philosophy of education. The first part provides a review of the philosophical discussion on forgiveness. Revolving around the essence and moral value of forgiving, it is a debate which offers no explanations as to why people decide to forgive. In the light of this problem, the second part of the article seeks to view forgiveness as a moral decision. Neo-Thomistic philosophy is applied in the analysis, in which forgiveness appears to result from a dialogue between reason and will. The third part focuses on readiness to forgive which, in the Thomistic pedagogy, relates to the development of moral virtues; in particular, the cardinal virtues, i.e., prudence, justice, temperance and fortitude. The last part lists several conclusions applicable to pedagogy. They refer to the need for development of both intellect and will as a power sensitive to good.
dc.language.iso eng
dc.publisher Springer
dc.rights Attribution-NonCommercial-NoDerivs 3.0 Poland
dc.rights info:eu-repo/semantics/openAccess
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/pl/
dc.subject Forgiveness
dc.subject Prudent forgiveness
dc.subject Education for forgiveness
dc.subject Cardinal virtues
dc.subject Neo-Thomistic pedagogy
dc.title What conditions education for forgiveness in terms of the neo-Thomistic philosophy of education
dc.type info:eu-repo/semantics/article


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