The priest who plays offense: Tomáš Petráček merges tradition with a vision for a better tomorrow

Interview topics:  

• Relationship between the Church and Modernity

• The balance between Teaching and Research

• Role of Ethics in Contemporary Issues, including AI

• Youth Engagement and Political Participation

• Spirituality and Cultural Understanding in Education

Rebel with a Cause: The Church and Modernity

In our discussion, Professor Tomáš Petráček addressed his reputation as a “rebel” within the Catholic Church, a label often attributed to his outspoken criticism and critical academic approach to church history and its relationship with modernity. He firmly denies being a rebel for the sake of it.

This commitment to a critical examination of history has occasionally placed him at odds with the church hierarchy, most notably when his academic work and public statements led to conflicts with prominent figures such as Cardinal Dominik Duka. However, Professor Petráček argues that his approach is necessary and aligns with the church’s historical demands for scholarly rigor, as articulated by Pope Leo XIII in the 19th century. “The church itself has long required historians to undertake critical and truthful reflection on the past, to differentiate what was beneficial from what was problematic,” he points out.  

The professor’s critique of the church’s current alignment with conservative political forces, particularly in Central and Eastern Europe, stems from his concern that this strategy alienates broader society and, more crucially, the younger generation. He sees this alignment as a historical misstep, reminiscent of past errors when the church resisted modern developments instead of constructively engaging with them and potentially advancing them intelligently.  

In contemplating the church’s relationship with modernity, a recurring topic in his academic works, Professor Petráček highlights the ongoing struggle between the church’s traditional identity and the need for reform. He notes that the church is at a crossroads. 

“The church can either cling to its conservative identity, which is increasingly out of step with contemporary society, or it can embrace a transformation that aligns more closely with its foundational values—values that have been neglected for too long, values that it cannot simply preach but must embody and live out credibly” he explains.  

Pope Francis’s focus on shifting the church’s mentality—from maintaining institutional power to fostering genuine community and trust—is seen by Professor Petráček as crucial for the church’s future relevance. This shift, however, is challenging, as it requires the church to abandon its traditional hierarchical model in favor of more participatory and inclusive practices. “The current institutional framework is rapidly disintegrating in Europe; it’s unevangelical, unproductive and no longer serves the churches or society’s needs,” he concludes.  

Ethics and Artificial Intelligence: Navigating a New Frontier

When the conversation shifted to ethics, particularly in the context of artificial intelligence, Professor Petráček acknowledged that while teaching ethics is complex, it is essential, and there is a genuine demand among students to engage with these topics. “Teaching ethics is challenging because ethics itself often appears complicated nowadays. In reality, each of us possesses an excellent tool to understand its principles. We achieve ethical reasoning when we act in accordance with human nature; we are all capable of distinguishing between good and evil, and we all have an inner voice called conscience, which must be nurtured.” 

 

Professor Petráček still familiarizes himself with AI’s role in education but recognizes its potential and the ethical dilemmas it presents, particularly concerning authorship and its potential impact on students’ cognitive abilities. “There’s a concern that if AI is used too extensively, it might lead to a decline in our intellectual capacities,” he remarked, drawing an analogy to the over-reliance on GPS systems, which can diminish people’s natural sense of direction.  

He also suggested that banning AI might not be the solution, advocating for adaptation and ethical use. Educational systems may need to revert to more traditional methods, such as time-constrained, in-person assessments, to ensure students genuinely demonstrate their abilities. Overall, he sees the integration of AI in education as a challenge that requires careful consideration and adaptation rather than outright rejection.  

The Journey to Hradec Králové

Reflecting on his journey, Professor Petráček explains that his assignments were often influenced by the hierarchical structure of the Catholic Church, which operates similarly to a military organization. “A priest is assigned tasks, and when I completed my studies and was ordained in 2005, there was a need for a university chaplain in Hradec Králové,” he recounted. Given his academic background, including postgraduate studies, the then-bishop saw him as a fitting candidate for the role.  

This initial assignment to Hradec Králové as a university chaplain marked the beginning of his long-term involvement with the university. Two years later, when the Department of Cultural and Religious Studies faced a crisis and needed new leadership, Professor Petráček stepped into the role. “The department was going through a rather protracted crisis and needed some personnel changes. That’s how I ended up here,” he explains.  

Under his leadership, the department has undergone significant transformation and growth. “When I first took over, the department only offered two bachelor’s programs. Today, we have a complete spectrum of studies, including bachelor’s, master’s, and doctoral programs,” Professor Petráček notes with a sense of accomplishment. He also emphasizes the department’s strong scientific and publication output, contributing to its standing within the faculty and the broader university. “I hope that we’re making a positive impact, both in terms of our academic offerings and research contributions,” he adds, underscoring his commitment to the department’s ongoing success.  

Foundations in History and International Theology

Growing up during the late communist regime in Czechoslovakia, Professor Petráček was keenly aware of society’s reservations towards humanities education. “Back then, we heard similar slogans to those we hear today: ‘It’s easy for you to study when we’re the ones working,’ which downplayed the value of education,” he recalls, highlighting the broader cultural skepticism toward intellectual pursuits at the time, which he and his classmates coped with through humor. “For our graduation ribbons, we had the phrase ‘We’ll keep the wheels of production turning,’ and when we really wanted to provoke, we’d say, ‘It’s easy for you to work when we’re the ones studying,’” Tomáš Petráček says with a nostalgic smile. 

Despite this challenging environment, he was drawn to history from a young age. He found it a powerful tool for understanding the world around him. His motivation was deeply personal, rooted in a desire to uncover the truths obscured by the communist regime’s pervasive hypocrisy. “I started reading serious historical books around the age of 10 or 12, driven by the belief that the best way to understand the current state of society was to study the process by which it came to be,” he explains.  

His early passion for history was further fueled by the cultural and nationalistic ethos of his upbringing in the Podkrkonoší region, an area steeped in the legacy of Czech national revival figures. “Growing up in a region marked by the memory of the 1866 war and the literary heritage of figures like Erben, Rais and Klicpera, I was naturally drawn to the study of history,” he notes, adding that this background, along with his grandparents’ influence, left a lasting imprint on his academic interests.  

As his academic journey progressed, Professor Petráček experienced a shift in the societal perception of humanities, particularly during the post-1989 era under President Václav Havel. This period, he recalls, was a “window of opportunity” for the social sciences, which enjoyed a resurgence of respect and importance within society.  

Discussing the comparison between his secular university education and his theological studies, Professor Petráček provides a candid assessment. He reflects on the contrast between his experiences at the Faculty of Arts, Charles University, in Prague, where he was at first critical of the quality of education, and his subsequent theological studies. “When I later joined the Catholic Theological Faculty of the Charles University, the difference in quality was stark—suddenly, Faculty of Arts felt like Harvard or Oxford,” he remarks. He attributes this disparity to the theological faculty’s focus on loyalty and a narrow interpretation of orthodoxy rather than academic competence.  

However, his theological experiences abroad, particularly at the University of Fribourg in Switzerland, offered a different perspective. There, he found a level of academic rigor and teaching quality that matched the best of what he had experienced in secular institutions. “Theology, as it’s studied in these faculties, is not a monolithic discipline but rather a collection of various fields, each with its own methodologies and intellectual demands,” he explains, emphasizing that theology when taught and studied rigorously, can contribute significantly to the broader academic community.  

History, Secularization, and Spirituality: Teaching a Comprehensive View

Professor Petráček underlines the importance of understanding history as a comprehensive whole rather than isolating it into separate categories like church, political, or military history. He stresses that while history can be segmented for study, these divisions often intersect, particularly in how historical narratives shape our understanding of the present.  

He points out how secularization and modernity have influenced different societies, noting that the effects of these processes are not uniform across cultures. “Even in similar cultures, these processes had their differences; look at the development of Poland and the Czech Republic—religious identity played an important but distinct role in shaping national consciousness and political attitudes in both countries,” he maintains. Today in the Czech context, unlike in Poland, religious belief does not carry significant weight in shaping the political views of the younger generation. Interestingly, this is similar to culturally very different countries, such as Morocco, where religion also plays a very minor role in the political identity of young people. “Contrary to some assumptions, it's certainly not true that every Muslim is a fervent supporter of Wahhabism, or fundamentalist Islam. The roles of religion, culture, and history intersect in various ways, and it’s essential to know how to communicate.” 

A central theme of our discussion is the need for a shared cultural framework to facilitate communication within society. Professor Petráček lamented the fragmentation of such frameworks, which he sees as contributing to societal divisions. He highlighted the importance of cultural literacy, including understanding religious history, in fostering meaningful dialogue and social cohesion.  

When we turn to spirituality, Professor Petráček underscores its universality, noting that spiritual experiences and expressions can be found across all cultures, whether within traditional religious frameworks or secular contexts. He references the spiritual-like communal experiences in events such as the Velvet Revolution in 1989 or the Czech Republic’s triumph at the 1998 Winter Olympics, likening them to collective spiritual moments that unite people.  

He observes that Czech spirituality has evolved over time, with significant influences from historical events and cultural shifts. He speaks about the dynamic nature of spirituality, which, while deeply rooted in tradition, continuously adapts to new cultural and social contexts. This evolution, he argues, is vital for maintaining the relevance of spiritual practices and principles in a rapidly changing world.  

Finally, Professor Petráček links these themes to the work done in his department, where students are taught to explore and understand these complex cultural and spiritual dynamics. He emphasizes the importance of equipping students with the tools to navigate and interpret the diverse cultural and spiritual landscapes they will encounter within and beyond academia. This approach, he believes, is essential for fostering a society that can communicate effectively across cultural and ideological divides.  

Balancing the Roles of Teacher and Researcher

Professor Tomáš Petráček discusses the challenge of balancing the roles of teaching and research within academia. He firmly believes that it is possible and essential for an academic to engage in both. “For academic teaching, engaging in research is crucial,” he notes, emphasizing that staying active in research is vital to intellectual growth and avoiding the repeated stagnation that can come from teaching the same material.  

However, he acknowledges that this balance can be challenging, especially in institutions with heavy teaching loads, such as a faculty of education. “The volume of teaching, especially for assistants, along with the administrative burdens, can be overwhelming,” he admits.

 

Despite these challenges, Professor Petráček believes that with determination and effective time management, it is possible to maintain both a strong teaching presence and a productive research career.  

He also highlights the additional challenges female academics face, particularly those with young children. He noted that better support systems like on-site childcare could help create a more equitable environment. “Providing better conditions for academic mothers would be a significant step forward,” he suggested, underscoring the need for structural changes to support diverse academic careers.  

Football and Community Building

Despite his extensive academic and pastoral commitments, Professor Petráček maintains a deep connection with football, a passion that has accompanied him since childhood.  

“When I was young, we used to play football for hours on end,” Professor Petráček reminisces, painting a vivid picture of neighborhood matches that stretched into the evening. These early experiences laid the foundation for a lifelong love of the sport, one that persisted even through the challenges of a severe illness in his early twenties. “I never really stopped playing, not even when I was in Switzerland,” he reflects, emphasizing how football has been a constant in his life.  

 

His role on the field has evolved over the years, but his preference for the creative aspects of the game remains clear. “I enjoy the offensive side more,” he admits, revealing a competitive streak that has seen him through many successful seasons. Yet, his involvement in sports extends beyond just playing. At the University of Hradec Králové, he has been instrumental in fostering a community around sports, particularly within the Catholic academic club Salaš.  

What started as a modest initiative has become a vibrant part of university life. “I founded the football team shortly after arriving in Hradec, and it’s been going strong for nearly 20 years now,” Professor Petráček explained. Salaš, once a small gathering of students, now hosts various sports teams, including a hockey team that competes in a Christian amateur league. This evolution, while perhaps inevitable, reflects the enduring appeal of sports as a means of building community—a theme that resonates deeply with Professor Petráček’s broader work.  

Youth Involvement and Ideology: Shaping the Future

In our discussion, Professor Petráček shares perspectives on the involvement of young people in societal and political life, their engagement—or lack thereof—and the impact of ideology. He expresses concern over the apparent decline in young people’s social activity, particularly following the COVID-19 pandemic. “It seems that the pandemic has led to a greater sense of isolation and passivity among young people,” he observed, noting that while there are still active groups, such as those involved in student organizations like Salaš, there is a noticeable trend toward disengagement.  

Professor Petráček also touches on the worrying trend of young people opting out of higher education, viewing it as unnecessary or a waste of time, and instead choosing to enter the workforce directly. He sees this as a potentially dangerous shift, as it could lead to a future where fewer individuals are equipped with the critical thinking skills and knowledge that higher education provides.  

When it comes to political engagement, he believes that young people should be more involved, especially in voting, as their voices are crucial in shaping the policies and leadership that will affect their future. He criticizes the low voter turnout among younger generations, suggesting that this lack of participation weakens their ability to influence the political landscape. 

Regarding the accusation that universities are indoctrinating students with particular ideologies, Professor Petráček dismisses this notion, arguing that universities are spaces for discussion and critical thinking rather than indoctrination. “If anything, I think young people today are not radical enough in their thinking,” he remarks, highlighting his concern that many students lack the courage to challenge the status quo and imagine alternative ways of organizing society.  

Ultimately, Professor Petráček hopes to inspire his students to be more active participants in shaping society. He wants them to recognize that they live in a historical context that they can influence and that it is worth striving for a more humane, solidaristic, and open society. “We live in history, and history is constantly evolving. We can and should engage in shaping it,” he concludes, encouraging young people to take responsibility for the future and work towards building a better world.  

Department of Studies in Culture and Religion PdF UHK