Page: 202-211 Author: Palouš, R.; Krámský, D. Key words:
The study deals with the doubts concerning the persisting conception of professional ethics of teachers: often, one deals with mere normative moralizations which are not deeper grounded. A natural ethos needs to be based on an ontology of man’s Dasein. Ethics presupposes a graduality of values: a natural plurality of values is remarked, out of which the teacher is supposed to make risky choices and responsible decisions. The teacher’s chary attention does not imply that he possesses something definitely and immutably determined in advance. It gives reality an occassion to appear as it is, to “be left to itself’. It is an unprejudiced contemplation, capable of perception. The attentive one gives himeself away, he attends the object in wonder, because he sees without prejudice, without rashness. The source of the philosophical attitude to such an educational reality is sought in Komensky’s syncritical conception of education and in Heidegger’s reflection on morals (MOS) as a characteristic feature of dwelling-home (proximity of Greek terms OIKOS and ETHOS) Connotations with postmodern philosophy are observed.