The authors of the article are trying to identify the signs of a crisis of our time as a consequence of the refusal from the philosophical justification of the goals and objectives of scientific pedagogy, which as a chain reaction entail ignoring the results of sciences related to pedagogy: neurobiology and psychology. The reproductive approach in education selectively takes into account the results of the empirical sciences, as they serve to justify it. The result is a shift in emphasis: being (...) driven by the hypothetical imperatives of competitiveness in the labor market, teachers and other adults feel the need for the achievements of the pupils, for their effectiveness. As a consequence, the child's psyche does not develop properly which manifests itself in the inability to see the subjects of interaction in the vis-a-vis, in an effort to objectify what is not subject to objectification - a person. The authors of the article see the solution to the problem in the appeal in the philosophical and pedagogical system of I. Kant, that may be reconstructed from his works. The authors of the article conclude that I. Kant may rightfully be considered the founder of a productive approach to education. (shrink)

The aim of this paper is to offer an overview of the main positions in ecological ethics as a special field of applied ethics. All approaches in this field endeavour to extend the area of ethics to the non-human world; they have built their systems using different theoretical constructions concerning the meaning of nature. One can enumerate the following main approaches of contemporary ethical views in human ecology: holistic, cosmocentric, biocentric, anthropocentric, pathocentric, and teleological ethics. The paper offers a consciously (...) eclectic approach between these special points of view. (shrink)