Prof. Dr. Maija KULE

Faculty of History and Philosophy University of Latvia




Özgeçmiş

Professor, Dr. habil. phil., Faculty of history and philosophy, University of Latvia (Latvia); Director of the Institute of philosophy and sociology, University of Latvia (Latvia). Full member of the Latvian Academy of sciences and European Academy of Sciences and Arts.

Main publications: Values in Latvia (in the Context of European and Universal Values). In: 2 volumes edition Latvia and Latvians. Volume 1, Riga: Latvian Academy of sciences, pp. 433–477; Monograph. Jābūtības vārdi. Etīdes par zināšanām un vērtībām mūsdienu Latvijā. (The Way Things Ought to Be. Etudes on Knowledge and Values in Latvia Today), Riga: Zinatne, 424 p.; Life Experience, Values and Education // Culture and Christianity in Dialogue. Volume 15 of the series Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 2016, Springer International publishing, Switzerland, pp. 205–217; Human Soul, Body and Life Horizons // Analecta Husserliana, vol. 116, Phenomenology of Space and Time. Springer International publishing, Switzerland, 2014,  pp. 259–269. Total 6 monographs, 155 scientific papers.

European Commission, science ethics expert, H2020, Ethics and Research Integrity Sector of DG RTD; COST project's evaluation expert. Member of the Editorial board "Analecta Husserliana: The Yearbook of Phenomenological Research Phenomenological Inquiry: A Review of Philosophical Ideas and Trends" (Springer); participation at the World phenomenology institute activities (USA). International Federation of the Philosophical societies – FISP, member of the CD 1998-2013, ex-member of the committees "Committee on Philosophical Encounters and International Cooperation" (was head of this committee in 2005–2013) and FISP "Committee on History of Philosophy". Head of the Doctoral study program in philosophy, University of Latvia.

he highest state honour, the Order of the Three Stars, Commander; Cabinet of Ministers Prize in science for editing 4 Volume "Latvians and Latvia"; Paul Harris Fellow for the furtherance of better understanding and friendly relations among peoples of the world; Felix prize for the best book in humanities about European culture in Latvia, European Academy of Sciences and Arts, Salzburg; Spīdolas Prize for the best book "Philosophy" in humanities (together with co-author R. Kūlis

Konu Özeti

Theses. Education is understood as a life experience, where cognition,  valuation, and practical activity come together.  Nowadays many priorities of education are based on information technologies, pragmatism, STEM disciplines, to which philosophers are trying to attach moral and cultural dimensions, but in many countries their views do not carry much weight. Educational institutions today are transformed into commercial institutions, while cultural and moral education are considered useless. Wilhelm Humboldt separated culture, knowledge and skills from education. For him education meant the ‘subtle string’ of human’s inner formation.  Education arising from understanding and being sensitive both to intellectual and moral aspirations, harmoniously drifts into the character. Education in this sense means creating the form of human feelings and activities. This type of education is based on an understanding of the human being’s integrity.

Humanities, philosophy implement an axiological dimension to life experience, and convey an understanding about ethics, values and humanistic feelings. We need development of philosophical and moral education at all levels of education starting from childhood up to life long learning and empathetic education (R. Dahrendorf). From the philosophical point of view the cultivating of economic values over human, cultural and moral values takes the educational system on the wrong path. Many scientists and philosophers ask: how do we oppose this dehumanization of education, the shortening of ethics courses, excluding from the curricula courses on history of cultures, religions, literature, avoiding moral practice? Without strengthening of fundamental human values there will not be a future based on welfare, feeling of a sense of life experience, or elementary human happiness.

Teaching and practising of philosophy and ethics must be returned to the curricula more widely because philosophy is able to explain values, cultivate creative  thinking and develop personalities.