Volume 6 / Issue 1 SPRING 2020

S p i r i t ua l i t y S t u d i e s 6 - 1 S p r i n g 2 0 2 0 2 7 Martin Brestovanský to comprise a unique set consisting of perception/recognition, emotion, desire, motivation, behavior and comportment – or style, applicable in the relevant sphere – where none of these elements can be evaluated in isolation from the others ” (Arthur et al . 2017, 28). In this context (see Fig. 2), ethical education serves as a tool to become more self-transcending (prosocial) and can be considered to be an application of specific approach to Aristote - lian virtue ethics. It provides the character education with an emphasis on prosocial moral reasoning, prosocial behavior, and virtue development. At this point it bridges the philosophical discourse of dialogical principle (Buber; Lévinas) and meaning in life through the Frankl’s concept of self-tran - scendence (1988). The subject is organized as a compulsory elective school subject in Slovak educational system: students are obliged to choose between religious and ethical education. This decision can be actualized at the beginning of the school year. Fig. 2. Conceptual model of the study (solid lines represent associations that were investigated in the present study) Time allocation for the subject in school curriculum is one lesson per week, every school year through elementary to low secondary studies (students from 6 to 15 years old). The main method used in teaching ethical education is experiential method with emphasis to social interactions, dialogue, appreciating emotions, and encouraging self-reflec - tions. The subject is meant to provide a practical formation of character, not to be the moral philosophy teaching. For Aristotle, in character education it’s more precious to know how virtue arises than to know what it is. “With respect to moral inquiry as such, its purpose is not to know what virtue is, but to become good, since otherwise the inquiry would be of no benefit to us” (Arthur et al . 2017, 31). Harmonizing with virtue ethics, the subject recognizes a unique role of emotions in moral development, “ not only proper actions but also proper reactions are conducive and constitutive of eudaimonia. Emotions are central to who we are… and persons can be fully virtuous only if they are disposed to experience emotions in this medial way on a regular basis ” (Arthur et al . 2017, 29). Self-transcendent attitudes Virtues Ethical Education Teacher interaction Eudaimonia Quality meaning in life