Jana Trajtelová – författare

The Yearbook on History and Interpretation of Phenomenology 2015 is dedicated to the question of generativity, and more broadly to the generative aspects of and in contemporary phenomenology. We continue to proceed in Husserlian research as well as to address newly emerging contemporary cultural, political, and ecological phenomena. This invites and welcomes a creative involvement with a generative phenomenological approach, which tries to address such phenomena as the liminality and volatility of experience, interpersonal and intercultural communication, home and alienness, identity and difference, globalization and fundamentalism, migration and interculturalism, and searches for the meaning of authentic sociality, morality or religiosity of human persons.

This textbook discusses and systemises several selected topics of philosophical anthropology. The problem of man cannot be grasped through only one main principle or aspect (as the principle of his or her «humanity»). The chapters of this book rather outline several specific aspects which essentially characterize human beings (such as rationality, formation of culture, freedom, personality and interpersonality). The text is primarily intended for bachelor students of philosophy.

The fourth volume of the «Yearbook on History and Interpretation of Phenomenology: Vocations, Social Identities, Spirituality: Phenomenological Perspectives» presents variety of contemporary authors who explore the problem of vocation and closely related phenomena of personal, social, cultural (and transcultural) identity. They, altogether, point to its indispensable significance for our deeper understanding of the philosophical category of a «person», and a personal community, with all of its moral and axiological weight. The elucidation of our personal and social identities also unavoidably accompanies an ongoing, mutually respectful dialogue with other distinctive cultural life-worlds.

All the different approaches to the issue of the university and education presented in the Yearbook form the free-standing phenomenological openings, drawing from classical phenomenological sources, relying upon traditional wisdom and implementing new, even experimental approaches and interconnections. However, they all converge on related and timeless intellectual conclusions, ever anew resurrecting the idea of humanistic culture: there is no real education without the cultivation of the essential humanity in man as its central point, without a devoted commitment to shape integrated, self-aware, independent and critical thinking, morally mature, responsible and compassionate human individuals.