| SYS | | 0315779 |
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| LBL | | -----naa--22--------450- |
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| 005 | | 20221217002231.3 |
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| 017 | 70 | $2 DOI |
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| 035 | | $a biblio/806851 $2 CREPC2 |
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| 100 | | $a 20221213d2022 m y slo 03 ba |
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| 101 | 0- | $a eng |
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| 102 | | $a ES |
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| 200 | 1- | $a Could the universities and philosophy help us create a more democratic society? $f Daniela Kováčová, Barbora Baďurová ... [et al.] |
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| 330 | | $a The current social developments point to the need for a more effective strategy for building a cohesive and inclusive society in which citizens would participate more actively and responsibly in public processes. In several European countries, especially those with direct experience of the communist regime, one can observe the increase of initiatives calling for a change in governing the country towards undemocratic practices. It is an empirically confirmed fact that many citizens are disappointed with the political developments in their countries, and their disappointment creates fertile ground for various forms of extremism and polarization. One of the key factors, without which it is impossible to understand the current events, is the enormous technological development and availability of new technologies and media platforms. However, this progress is not accompanied by an increase in knowledge and skills on how to use these correctly, evaluate the available information and create an image of the world in which we live together with others based on it. We believe that in stabilising democratic processes, universities play a vital role, including their role as a space for discussing different viewpoints. Martha Nussbaum emphasizes the key role of humanities in the processes that strengthen democracy and social ties. We see extraordinary potential, particularly in philosophy and its tools (argumentation, Socratic dialogue, the ability to think critically, being able to take different perspectives, cultivation of intellectual virtues and epistemic sensibility, attentiveness to bias and pursuit of epistemic justice etc.). Suppose they are successfully implemented both in the pedagogical process and in the public dialogue. In that case, they can be an effective tool for building a cohesive and inclusive society, which will be fairer to everyone and would thus circumvent polarization, radicalization, and extremism. In our paper, we focus on three areas. First, we analyze different types of cognitive distortions, so that we can subsequently point to the need to increase the digital skills of the population not just in terms of mathematical thinking but in terms of a deeper understanding and personal awareness of how technology co-creates the world we share with others. Subsequently, we will present the proposed solution in the form of an appeal for the effective incorporation of philosophical tools into the teaching process starting from secondary schools using holistic and experiential learning approaches. Our contribution is created as part of the Erasmus + PLATO´S EU project. |
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| 463 | -1 | $1 001 umb_un_cat*0315951 $1 010 $a 978-84-09-45476-1 $1 011 $a 2340-1095 $1 200 1 $a ICERI 2022 $e 15th international conference of education, research and innovation, Seville, 07.-09.11.2022 $e conference proceedings $v Pp. 2440-2445 $1 205 $a 1. vyd. $1 210 $a Valencia $c International association of technology, education and development (IATED) $d 2022 $1 710 11 $3 umb_un_auth*0295994 $a ICERI 2022 $b international conference of education, research and innovation $d 15. $e Seville $f 07.-09.11.2022 |
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| 606 | 0- | $3 umb_un_auth*0044848 $a inovácie $X innovations |
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| 606 | 0- | $3 umb_un_auth*0093725 $a polarizácia $X polarization |
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| 606 | 0- | $3 umb_un_auth*0042951 $a kritické myslenie $X critical thinking |
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| 608 | | $3 umb_un_auth*0273283 $a príspevky v zborníku $X proceedings papers |
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| 700 | -1 | $3 umb_un_auth*0176051 $a Kováčová $b Daniela $f 1984- $p UMBFF10 $4 070 $9 50 $T Katedra filozofie |
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| 701 | -1 | $3 umb_un_auth*0176044 $a Baďurová $b Barbora $p UMBPF09 $4 070 $9 20 $f 1985- $T Katedra pedagogiky |
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| 701 | -1 | $3 umb_un_auth*0296006 $a Strahovník $b Vojko $4 070 $9 30 |
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| 801 | | $a SK $b BB301 $g AACR2 $9 unimarc sk |
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| 856 | | $u https://iated.org/iceri/publications $a Link na zdrojový dokument |
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| T85 | | $x existuji fulltexy |
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