To testify love with works. A contribution to the philosophical – religiological discussion on education

U ovom radu htjeli bismo iznova promisliti temeljne probleme filozofije odgoja imajući pri tom pred očima poruku vjere kako je na temelju evanđelja razumijeva tradicija kršćanskoga Zapada. Primarno nas zanima može li se u suvremenom društvu govoriti o kršćanstvu kao inspiraciji odgojne djelatnosti, i drugo, može li ta inspiracija biti dijaloški posredovana i onima koji ne prepoznaju sebe u konfesionalnim strukturama i doktrinarnim obrascima. Zanima nas može li rečeno biti prilog izgradnji pluralističkoga društva koje bi bilo utemeljeno na uvažavanju različitosti i dijaloškom zahvaćanju u budućnost. Upravo ti rečeni pojmovi određuju fenomen odgoja, konkretno njegovu bit, koja je odgojnom praksom tako često iznevjerena. Ovaj rad nastoji upozoriti na činjenicu da evanđeoska misao može biti inspirator odgojne djelatnosti i u situaciji kad se odgojna djelatnost sagledava izvan konfesionalnoga okvira. Također nastojimo pokazati da bi inzistiranje na doktrini, u ovom slučaju vjerski obilježenim odgojnim porukama, uništilo samu bit odgojne djelatnosti i otvorilo put manipulaciji.In this paper, we would like to rethink the basic problems of the philosophy of education by keeping in mind the message of faith as it is understood based on the Gospel by the tradition of the Christian West. First, we would like to see if we can discuss Christianity in the modern society as an inspiration for educational activity, and second, can this inspiration be mediated by dialogue with those who do not recognize themselves in confessional structures and doctrinal patterns. We examine if what has been said can contribute to building a pluralistic society that would be based on respect for diversity and on “grasping” into the future in dialogue. It is these concepts that define the phenomenon of education, specifically its essence, which is so often let down by the educational practice. This paper seeks to point out the fact that the Gospel message can be an instigator of educational activity even in situations when the educational activity is viewed outside the confessional framework. We also aim to show that insisting on the doctrine, in this case religiously marked educational messages, would destroy the very essence of educational activity and open the way for manipulation