forthcoming issues
The following topics have been specif ed for future CetV issues and the editorial board will welcome contributions on these topics, in the form of scholarly studies and popular articles. Popular articles will be published based on the editorial board’s decision, while scholarly stu- dies are subject to the editorial board’s assessment and double anonymous reviewing. The editorial board can also reject texts for capacity reasons or because they are not in accord with the journal prof le and the focus of a topical issue.
2/2025 Humanity as a Fundamental Value of Education (Not Only) In Leisure Time
Submissions are accepted in English only.
Deadline: 30th June 2025
In recent years, the direction of education has departed from its important aim: education for humanity. In the light of the current challenges in connection with social crises (ecological, energy, economic, migration), the consequences of the covid-19 pandemic and the ongoing war in Ukraine, and the application of modern trends in education (digitalisation, implementation of artificial intelligence), it is necessary to refocus on humanity as the purpose of education and to open the topic from a new perspective of pedagogical humanisation as the process of humanising man in the 3rd millennium. The cultivation of humanity as a core value of education offers the possibility of a broad interdisciplinary view of the 21st century’s human being as a bio-psycho-social-transcendent unit including development towards fulfilling man’s life as both a human and responsible one. How can man become well-informed in the constitutive values of humanity, developing oneself in the sense of ‘becoming a human being’, helping to create one’s orientation towards justice, reason, goodness and truth, and how can we ensure by promoting humanity through education the functioning of a human society of which the basic criteria will be represented by humanity and service to man? Is it within the power of contemporary education to humanise man?
The theme is aimed at broadening the horizons of the contemporary view of the concept of humanity and the power of humanity through different lenses (pedagogical, philosophical, psychological, historical, theological) and in various contexts.
The following key moments can be considered: peace as the highest value of humanity (peace education), harmonisation of humanity and modern technology, human integration, selected personalities as messengers of humanity and their lessons of humanity, development of autonomy and humanity in the educational process, the concepts of humanity in selected educational concepts, historical roots of humanity, transformation of basic principles throughout history, education as a workshop of humanity, etc.).
1/2026 Artificial Intelligence and the Transformation of Society – reflection on current perspectives and future challenges for the social sciences and humanities
Submissions are accepted in English only.
Deadline: 1st January 2026
Nearly every aspect of contemporary life is shaped by new digital information and communication technologies. Modern devices have become ubiquitous, transforming fields such as finance, transportation, research, education, healthcare, entertainment, and even religion. These technologies are not neutral; they actively shape and mediate how individuals and communities understand the meaning of their lives and, for those who are religious, how they practice their faith. They also influence how religious institutions engage with their followers, critics, and society at large. The rapid development of advanced systems like Artificial Intelligence and the Internet of Things brings not only opportunities and excitement but also risks and anxieties. Both the objective and subjective dimensions of these changes present significant challenges for individuals, communities, states, non-governmental and inter-governmental organizations, as well as traditional religious institutions. This special issue aims to explore and deepen our understanding of modern digital technologies by examining them through various lenses—pedagogical, philosophical, psychological, theological, historical, and social—across diverse contexts, including religion, ethics ,philosophy of education and literature. with the aim to maintain the human dimension of the social sciences and humanities.
Keywords: critical and creative thinking, value education, dehumanization; information, media and digital literacy; emotional and social intelligence; life-long learning; cultural identity and diversity
2/2026 Pastoral Ministry and Social Sciences
Submissions are accepted in English only.
Deadline: 30th June 2026
Pastoral care, spiritual care, and poimenics have been integral parts of Christian churches since their inception. This ministry extends to both believers and non-believers, practitioners and non-practitioners of faith alike. It encompasses support in navigating difficult situations faced by individuals, groups, or communities and, more broadly, serves as a ‘service to the world’, through which local Christian communities (parishes, congregations, and fellowships) contribute to human dignity, social cohesion, and ethical action within specific historical, social, and geographical contexts.
However, not every form of aid, outreach, or civic and community engagement can be labelled as pastoral care. A fundamental aspect of pastoral ministry is the communication of the Gospel, which does not equate to missionary work or proselytism. Rather, it refers to the transparent communication of worldviews and values in addressing contemporary challenges. Theologically speaking, responding to these challenges is rooted in Christian faith – for instance, in identifying what threatens the dignity of human beings created in God’s image – and in Christian ethics, which seeks solutions grounded in a biblical ethos.
At the same time, the social sciences offer their own – often highly precise – methods for identifying contemporary societal problems. They provide valuable insights into the nature of these issues and can anticipate both the intended and unintended consequences of proposed solutions. Within the context of pastoral care, this creates a potentially complex and sometimes contentious intersection between two distinct epistemologies and theoretical frameworks. Consequently, pastoral approaches may be marginalised in problem-solving processes due to perceived analytical imprecision, slower effectiveness, or difficulty in demonstrating measurable results.
Issue 2/2026 will focus on this interface between theology and the social sciences, exploring two key areas: a) How can the epistemological approaches of the social sciences be applied in pastoral ministry? b) What specific research contributes to understanding and advancing pastoral care?
We welcome submissions on topics including, but not limited to:
· Research on singularities—specific pastoral care approaches that incorporate social science findings or methodologies.
· Studies or review articles examining dilemmatic situations in pastoral care: How is the balance between quantity and quality of interventions managed? How do pastoral workers navigate neutrality versus partiality in relation to the spiritual needs of those they serve?
· Research or theoretical studies on the concept of truth in pastoral care, particularly concerning its ontological and epistemological foundations.
· Analyses of tensions between the horizontal (social) and vertical (spiritual) dimensions of pastoral care.
· Research or theoretical essays addressing phenomena described by the social sciences as ‘signs of the times’.
· Studies reflecting on gradualism in pastoral care, exploring how theological objectives can be pursued while integrating social science insights into human relationships and contemporary challenges.
· Research or theoretical discussions on the application of social science methods in pastoral care while respecting their ontological and epistemological assumptions.
· Reflections on the legal aspects of pastoral care, particularly in relation to child protection laws (e.g., the Children’s Social Care Act) and professional confidentiality.