Humanities & Social Sciences 3 (2015 8) 377-386 ~ ~ ~ УДК 1.14 Upbringing In-Between Reason and Belief (Insight of Philosophical Anthropology) Jaromнr Febera and Jelena Petrucijovбb * aVŠB – Technical University Ostrava, Czechia University of Ostrava, Czechia 17 Listopadu 15/2172, 70833, Ostrava-Poruba b F. Šramka 3, 70900, Ostrava – MH Received 07.12.2014, received in revised form 10.12.2014, accepted 13.01.2015 The article is focused to the issue of the relationship between education and upbringing. <...> Based on an analysis of the human spiritual situation, the authors philosophically justify the urgency of complex cultivation of human reason that cannot be simply reduced to the handing over and adopting of knowledge and developing of rationality. <...> Belief gives grounds for the values the human reason is based on and, as human reason is established by values, upbringing should be oriented on values, as well. <...> Introduction In general, one can say that being the essential parts of socialization the upbringing and the education should provide an individual with knowledge, values, skills and habits necessary for living and participating within his or her own society make one ready for living in a human world; they should equip an individual with necessary spiritual tools. <...> In her work Crisis in Education (2006) H. Arendt wrote: “The problem of education in the modern world lies in the fact that by its very nature it cannot forgo either authority or tradition, and yet must proceed in the world that is neither structured by authority not held together by tradition (Arendt © Siberian Federal University. <...> And education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them Jaromнr Feber and Jelena Petrucijovб. <...> Upbringing In-Between Reason and Belief (Insight of Philosophical Anthropology) in advance for the task of renewing a common world” (Arendt 2006, p. 193). <...> An objective piece of knowledge is seen as a seemingly decisive spiritual tool; as it distinguishes fi ction from reality, and this way it enables rational behaviour <...>