| Sažetak | Moral je izrazito ljudsko obilježje i upravo je razlikovanje dobra i zla ono što čovjeka izdvaja od ostalih živih bića. Moralnost je ta po kojoj čovjek uopće jest čovjek i tek kao moralna osoba on postaje potpuni čovjek. Ipak, u svijetu u kojemu živimo ne samo da postoje razlike i neslaganja, već su prisutne i suprotnosti u shvaćanju morala i u moralnom suđenju. Ono što je vrijedno i ispravno u jednoj kulturi ili društvu, sasvim je neprihvatljivo u nekoj drugoj kulturi ili društvu. Tako se ispravno i pogrešno, dobro i zlo, razlikuje od kulture do kulture, od jednog kraja svijeta do drugog i čini se da ne postoji općevažeći, apsolutni moralni kodeks. Takvo stajalište motivacija je za filozofsku poziciju koja se naziva moralni relativizam. Ako bismo prihvatili moralni relativizam, teško bismo mogli govoriti o moralnim vrijednostima koje bi svi ljudi, uvijek i svugdje, prihvatili. Prihvaćanje moralnog relativizma prema kojemu ne postoji nikakav valjani moralni standard procjene ispravnog i pogrešnog ima važne implikacije na fenomen odgoja, posebice na moralni odgoj. Moralni relativizam donosi nesigurnost na odgojnom putu – teško se pronalaze ĉvrsti i općevažeći sustavi vrijednosti, a onda se postavlja pitanje na koji način strukturirati odgojni sustav. Možemo li pronaći moralne smjernice odgoja koje će biti dovoljno općenite da dozvole različitosti, ali dovoljno definirane da iz moralnog relativizma ne zapadnemo u moralni nihilizam – tezu prema kojoj ne postoji niti jedan ispravan moral? S druge strane, čak je i moralni apsolutizam – teza prema kojoj postoji samo jedan jedinstveni ispravni moral - također problematiĉan za odgoj.
Ideja ovog rada je pokazati da postoje barem neke moralne vrijednosti koje trebaju biti priznate od strane svakog morala. Moralni sustavi mogu se razlikovati na mnogo načina i činjenica je da se razlikuju, ali odgojno djelovanje ne može biti realizirano pod pretpostavkom da je svaki moralni sustav jednako opravdan i ispravan te da je moralna istina u potpunosti relativna. Bez univerzalnih moralnih vrijednosti sve može biti dopušteno i ispravno, a ako je tome tako, koja je onda uloga i značenje odgoja? Odgojem čovjek spoznaje što je dobro i ispravno, a time i vrijedno pa je govor o odgoju ujedno i govor o moralu. Odgoj, a osobito moralni odgoj, traži osovinu oko koje se može okretati naš pogled na moralne vrijednosti, a koja nije sasvim relativna. Među ljudskim bićima zasigurno postoje vrijednosti koje ih povezuju, neka vrsta jedinstva u različitosti. Ljudska priroda i sam biološki ustroj čovjeka zajednički su svima, a upravo iz ljudske prirode proizlaze zajednički interesi i moralne vrijednosti. Globalna etika je zaokružena moralna teorija koja nastoji pomiriti spor između relativizma i apsolutizma u pogledu morala, a samim time pruža smjernice za odgojno djelovanje. U okviru globalne etike nastoji se govoriti o univerzalnim moralnim vrijednostima koje su zajedničke svim ljudima i proizlaze iz ljudske prirode. Izvor moralnosti je u samom čovjeku i tijekom svog evolucijskog razvoja čovjek je razvio i oplemenio moralne vrijednosti pa umjesto o moralnim razlikama i neslaganjima, možemo govoriti o zajedničkoj humanoj i moralnoj niti čovječanstva. Temelji morala poput slobode, pravednosti i jednakosti zajednički su i potrebni svima – to su vrijednosti koje je odgojnim putem potrebno osvijestiti i ispravno upotrijebiti. |
| Sažetak (engleski) | Morality is a distinct human characteristic and it is precisely the distinction between good and evil that sets man apart from other living beings. Morality is what makes humans human and only as a moral beings they become complete persons. However, in the world we live in, not only there are differences and disagreements, but also there are contradictions in the understanding of morality and in moral judgment. What is valuable and right in one culture or society can be completely unacceptable in another culture or society. Thus right and wrong, good and evil, differs from culture to culture, from one end of the world to the other and there seems to be no universally valid, absolute moral code. Such a view is the motivation for a philosophical position named moral relativism. If we accept moral relativism, it would be difficult for us to speek about moral values that all people, always and everywhere, would accept. The acceptance of moral relativism, according to which there is no valid moral standard for judging what is right and what is wrong, has important implications for the phenomenon of education, especially moral education. Moral relativism brings uncertainty in many aspects of education – it is hard to find solid and universally valid value systems and, consequently, arises the question how to structure the educational system. Can we find moral guidelines for education that will be general enough to allow differences, but defined enough not to fall from moral relativism into moral nihilism – a position that all values are baseless and that there is no right morality. On the other hand, even moral absolutism – the thesis that there is only one unique and correct morality – is also problematic for education. The idea of this paper is to show that there are at least some moral values that need to be recognized by every morality. Moral system can differ in many ways, and the fact is that they do differ, but educational and formative actings can not be realized under the assumption that every moral system is equally justified and that moral truth is entirely relative. Without universal moral values, everything can be allowed and right, and if so, what is the role and meaning of education? Through education, a person realizes what is good and right, and thus valuable, so speaking about education means also speaking about morality. Education, in particular moral education, seeks a foundation around which our view of moral values can revolve and which is not relative. There are certainly values among human beings that connect them, some kind of unity in diversity. Human nature and the very biological structure of humans are common to all of us and it is from nature that common interests and moral values arise. Global ethics is a rounded moral theory that seeks to reconcile the dispute between relativism and absolutism in terms of morality and thus provides guidelines for the action of education. Within the framework of global ethics we can talk about universal moral values that are common to all human beings and that derive from human nature. The source of morality is in man himself and during his evolutional development man has acquired and ennobled moral values, so instead of moral differences and disagreements we can claim a common human and moral thread of humanity. The fundations of morality, such as freedom, justice and equality, are common and needed by all – these are the values that need to awared and used correctly through the act of education. |
