Volume 5 Issue 2 FALL 2019

S p i r i t ua l i t y S t u d i e s 5 - 2 Fa l l 2 0 1 9 1 3 1 Introduction In spite of the fact that the submitted study unfolds mainly in the field of ethics as a philosophical discipline, its basic research question was born “three steps further”, in the area of theory of moral education. A several years long effort of my team to analyze moral-educational concepts that linger in contemporary pedagogical practice and current scientific discourse (Podmanický and Rajský 2014; Rajský and Podmanický 2016; Rajský and Wiesenganger 2018; Brestovanský 2019) make me state that they divide on two mutually competing models: a model of ethics as an effort toward personal profit with the smallest possible impacts on social and natural environment (a progressive-optimistic position emphasizing development of one’s own competences, technical sustainability and well-being) and a model of ethics understood as a socializing and enculturating imperative (a socio-normative position accentuating collective values, equality and principles of political inclusion). Analyzing theoretical (psychological and philosophical) background of these two models we reached an understanding that their mutually dichotomic position may be grasped using Kantian terms such as a model of autonomous morality and a model of heteronomous morality. Kant’s distinction of ethical worlds to “kingdom of goods” and “kingdom of unconditioned law” (Kant 1788, 28) occurred in the background of the enlightenment competition between empiricism and rationalism and it maintained fundamental features of these two approaches, including both their strengths and weaknesses. At the same time, however, all forms of ethics that assumed the movement of transcendence as relevant for realization and reflection of human praxis were excluded from the game of the concept of morality. Resignation to thematizing of transcendence in ethical thinking caused that morality was stuck in immanence of calculable handling and thus, it hit the question of its own raiAbout the author Doc. PhDr. Andrej Rajský, PhD., specializes in philosophical-ethical and anthropological areas of research and education. He is a founding member of the Central European Philosophy of Education Society (CEUPES), as well as a member of editorial boards of several Slovak, Czech, Polish and Italian scientific journals on philosophy of education. Professor Rajský serves as the Editor-in-Chief of the journal Scientia et Eruditio and a scientific guarantor of annual doctoral conferences on educational science Juvenilia Paedagogica held at Trnava University. He authored and co-authored multiple scholarly books, research studies and articles. His email is andrej.rajsky@truni.sk. AnDREJ RAJSKý

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