Metaphysical principles of causality and normativity in philosophy of education

The article is devoted to the metaphysical foundations of the philosophy of education, which are considered as sources of modeling the image of the future person, as well as the commission of certain actions. It investigates the evolution of these principles during the human civilization development. The principle of causality, considered as a fundamental ontological characteristic of being, suggests that a person can realize his desire for freedom only by subordinating his life to a universal objective law. Every phenomenon is seen in a causal perspective as a consequence of some cause and at the same time as the cause of some other effect.

INFORMAL EDUCATION - FROM INDIVIDUAL TO DEVELOPMENT OF THE WHOLE COMMUNITY

Our country has a long tradition in education. This tradition is supported by the Macedonian gene that is written self-education and education is transferred from generation to generation. Man builds up and forms and always educates himself, lifelong and it also acquired his knowledge and skills and thus makes them applicable knowledge to the students who he passes on his knowledge. Teacher as one of the most important components in the education system shall continuously monitor their student revealed that while his abilities and skills in which a spontaneous line will direct the building of a future person, a future profile, which will be an important factor in society . Therefore the teacher shall be an inexhaustible source of knowledge and shall lead the student to life road surrounded by success.

TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS

Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.

The Non-identity Fallacy: Harm, Probability and Another Look at Parfit's Depletion Example

The non-identity problem is really a collection of problems having distinct logical features. For that reason, non-identity problems can be typed. This article focuses on just one type of non-identity problem, the ‘can't-expect-better’ problem, which includes Derek Parfit's depletion example and many others. The can't-expect-better problem uses an assessment about the low probability of any particular person's coming into existence to reason that an earlier wrong act does not harm that person. This article argues that that line of reasoning is unusually treacherous in that it makes not just one hard-to-detect error in what is done with the relevant probability assessments but rather alternates between two. We sort out one fallacy only to fall, against all odds (as it were), into a second. By avoiding both errors, we become able to discern harm in cases in which the can't-expect-better problem argues there is none. We will then be in a position to set aside the can't-expect-better problem as an objection against the person-based intuition that acts that are ‘bad’ must be ‘bad for’ at least some existing or future person.