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Sarnikova Tavel amour et développement de l’homme love and development of human being sarnikova_tavel [2015].indd 1 02.03.2015 20:36:11 sarnikova_tavel [2015].indd 2 02.03.2015 20:36:11 Gabriela Sarnikova Peter Tavel Amour et développement de l’homme Love and Development of Human Being L’amour et sa dimension spirituelle, philosophique, psychologique et pédagogique Spiritual, Philosophical, Psychological and Pedagogical Dimension of Love FRIBOURG 2015 sarnikova_tavel [2015].indd 3 02.03.2015 20:36:11 © Gabriela Sarnikova, Peter Tavel © Association internationale Sciences, Éducation, Cultures, Traditions – Fribourg – Suisse Auteurs Gabriela Sarnikova, Peter Tavel Rédacteur en chef François Miche, Suisse Relecteurs Doc. Ludmila Muchova, PhD. Doc. Rudolf Smahel, ThD. Mgr. Jan Kalisky, PhD. Correction linguistique PhDr. Livia Milada Gardianova, PhD., O.S.F. Patrick Anthony Hudson O.F.M. Mise en page Ladislav Tkacik Couverture Zuzka K. K. La Monographie est la résultante du projet GAPF 6B40/2013 et celui du projet GA CR La spiritualité et la santé chez les adolescents et des adultes en République tchèque (15-19968S) Éditeur Association internationale Sciences, Éducation, Cultures, Traditions – Fribourg – Suisse CP 1045, 1701 Fribourg, SUISSE Courriel: [email protected], www.sectai.org, Tél. 0041(0)79.699.04.34 ISBN 978-2-8399-1548-9 sarnikova_tavel [2015].indd 4 02.03.2015 20:36:11 TABLE DES MATIÈRES Introduction 9 1. Dimensions et expréssions de l’amour 15 1.1. L’amour qui donne, accepte et apprécie 16 1.2. Eros, agapé, storgé, filia 18 1.3. Expressions de l’amour 26 2. Concept de l’amour chez certains philosophes 42 2.1. Le phénomène amour vu par les penseurs de l’antiquité et du moyen âge 42 2.1.1. Conception platonicienne de l’amour comme désir d’atteindre la bonté et contemplation de la beauté 43 2.1.2. Aristote et l’amour perçu comme un lien d’amitié 47 2.1.3. Lucius Annaeus Sénèque à propos de l’amour 51 2.1.4. Augustinus Aurelius (Saint-Augustin) et la source de l’amour, qui se trouve être Dieu 53 2.1.5. Thomas d’Aquin à propos d’amour comme adhésion à la bonté 55 2.2. Les penseurs de l’ére moderne sur les questions d’amour 60 2.2.1. Blaise Pascal et la logique du Coeur 60 2.2.2. Arthur Schopenhauer à propos de l’amour perçu comme passion 64 2.2.3. Connaissances et agissements en amour selon Max Scheler 69 2.2.4. Dietrich von Hildebrand à propos de l’amour comme reponse à la valeur 71 2.2.5. Ouverture à faire du bien et Gabriel Marcel 74 2.2.6. Karol Wojtyla à propos de l’amour comme don de soi 78 5 sarnikova_tavel [2015].indd 5 02.03.2015 20:36:11 3. Compréhension religieuse et spirituelle de l’amour 81 3.1. Vie spirituelle et religieuse de l’homme 81 3.2. L’amour dans la Bible 86 3.2.1. Commandement de l’amour dans l’Ancien Testament 86 3.2.2. Thématique de l’amour dans le Nouveau Testament 99 3.3. Amour – vertu théologique 104 4. L’amour du point de vue de la psychologie 109 4.1. La psychanalyse 110 4.2. Erich Fromm 111 4.3. L’amour dans la psychologie humaniste 112 4.3.1. Abraham Harold Maslow 112 4.3.2. Dimension spirituelle de l’amour chez Viktor Emil Frankl 113 4.3.3. Robert Jeffrey Sternberg 117 4.3.4. Rollo May 120 4.4. Les psychologues humanistes orientés vers le christianisme 124 4.4.1. Les langues de l’amour dans l’interprétation de Garry Chapman 124 4.4.2. Le concept d’intransigeance douce de James Dobson 134 5. Les modèles d’amour dans la théorie et la pratique éducative 140 5.1. Variabilité du phénomène amour dans l’histoire moderne de l’éducation 140 5.2. L’amour dans le contexte de la pédagogie humaniste et personaliste 167 5.2.1. Le charactère humaniste de l’éducation 167 5.2.2. L’altruisme dans le procéssus éducatif 172 5.2.3. Le personnalisme en pédagogie 176 5.2.4. Education chrétienne et dimensions de l’amour 183 5.3. Education à l’amour en milieu famillial et institutionnel actuellement 207 Abréviations 216 Littérature 218 6 sarnikova_tavel [2015].indd 6 02.03.2015 20:36:11 CONTENTS Introduction 12 1. Dimensions and Expressions of Love 15 1.1. Giving, Receiving and Appreciative Love 16 1.2. Eros, Agape, Storge and Philia 18 1.3. Expressions of Love 26 2. Concept of Love in the Works of Some Philosophers 42 2.1. Phenomenon of Love in Ancient and Medieval Thinking 42 2.1.1. Plato’s Concept of Love as the Desire to Reach Good and To Contemplate Beauty 43 2.1.2. Aristotle and the Concept of Love as a Bond of Friendship 47 2.1.3. Lucius Annaeus Seneca on Love 51 2.1.4. Augustinus Aurelius (Saint Augustine) and God as a Source of Love 53 2.1.5. Thomas Aquinas on Love as Adherence to Good 55 2.2. Modern Period Thinkers on the Issue of Love 60 2.2.1. Blaise Pascal and Logic of the Heart 60 2.2.2. Arthur Schopenhauer on Love Perceived as Passion 64 2.2.3. Knowledge and Action in Love according to Max Scheler 69 2.2.4. Dietrich von Hildebrand on Love as a Response to the Value 71 2.2.5. Openness to Do Good and Gabriel Marcel 74 2.2.6. Karol Wojtyla on Love as Self-giving 78 3. Religious and Spiritual Concept of Love 81 3.1. Spiritual and Religious Life of a Human Being 81 3.2. Love in the Bible 86 7 sarnikova_tavel [2015].indd 7 02.03.2015 20:36:11 3.2.1. The Commandment of Love in the Old Testament 86 3.2.2. The Theme of Love in the New Testament 99 3.3. Love as a Theological Virtue 104 4. Love from the Psychological Point of View 109 4.1. Psychoanalysis 110 4.2. Erich Fromm 111 4.3. Love in Humanistic Psychology 112 4.3.1. Abraham Harold Maslow 112 4.3.2. The Spiritual Dimension of Love in the Works of Viktor Emil Frankl 113 4.3.3. Robert Jeffrey Sternberg 117 4.3.4. Rollo May 120 4.4. Humanistic Christian Psychologists 124 4.4.1. Love Languages in Gary Chapman’s Interpretation 124 4.4.2. James Dobson’s Concept of Tough Love 134 5. Models of Love in Educational Theory and Practice 140 5.1. The Variability of the Love Phenomenon in the History of Modern Education 140 5.2. Love in the Context of Humanistic and Personalistic Pedagogy 167 5.2.1. The Humanistic Character of Education 167 5.2.2. Altruism in the Educational Process 172 5.2.3. Personalism in Pedagogy 176 5.2.4. Christian Education and Dimensions of Love 183 5.3. Contemporary Education in Love in a Family Environment and in an Institutional Setting 207 Abbreviations 216 Bibliography 218 8 sarnikova_tavel [2015].indd 8 02.03.2015 20:36:11 INTRODUCTION L’amour est une magie, qui ouvre à celui qui aime le monde des valeurs dans toute sa plénitude. Celui qui aime éprouve une richesse intérieure. Tout l’univers du point de vue valeurs, devient pour lui, plus large et plus profond. L’amour ne rend pas l’homme aveugle, mais au contraire. Il augmente extraordinairement la perception de la plénitude des valeurs. L’amour est grâce et magie, il est le dernier et le plus grand , auquel l’homme peut s’accrocher. Dans l’amour, on comprend le sens du dernier et du plus beau qui en dit long sur le mode de pensée humaine, de la poésie et de la foi : „rédemption par l’amour et dans l’amour“. Par ces belles pensées de Viktor E. Frankl nous présentons son livre sur l’amour. Léo F. Buscaglia, ancien chargé de cours au département de péda- gogie spéciale à l’université de Caroline du Sud, a fait part de son expé- rience du concours auquel il était invité comme membre du jury. Le but du concours était de trouver l’enfant le plus affecteux et le mieux atten- tionné. Le vainqueur fut un garçon de quatre ans. Il a vécu en voisinage avec un vieux monsieur, qui venait récemment de perdre sa femme. Lorsque le garçon voyait le monsieur pleuré, il allait chez lui dans la cour, venait se mettre entre ses jambes et s’asseyait. Lorsque sa maman lui demanda ce qu’il avait dit au voisin, le garçon repondit: „rien, je l’ai seulement aidé à pleurer“. Les enfants en âge préscolaire et de la petite-enfance sont déjá en mésure de répondre (et souvant à juste titre) à la question, qu’est- ce que l’amour, et savent de manière remarquable l’exprimer, et d’un autre côté, en cette période nous nous rendons compte de son abscence. L’agréssivité et le négativisme ne sont pas de nouveaux phénomènes ob- servés chez les enfants et les recherches menées ces dernières années 9 sarnikova_tavel [2015].indd 9 02.03.2015 20:36:11 indiquent déjà la présence de l’intimidation en milieu préscolaire. Les enfants ont connaissance ou intuition de ce qu’est l’amour, mais ses expréssions leur manque souvant dans la vie. La raison de cela réside principalement dans le fait qu’eux-mêmes n’en reçoivent pas, n’y sont pas initiés et raison pour laquelle ne savent même pas l’exprimer.
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