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Refleksyjno-egzystencjalny wymiar tanatopedagogiki obszarem wspierającym rozwój człowieka

Author(s): Justyna Sztobryn-Bochomulska / Language(s): Polish / Issue: 1/2021

The article presents the issue of thanatopedagogy as a relatively new area of pedagogical research. The main emphasis of the discussion is placed on its philosophical character and the possibilities of supporting contemporary man in overcoming the existential fear of death. Its presence in pedagogy seems to be increasingly necessary because of its lifelong character, the need to confront the fear of death hidden by pop culture, and, above all, the possibility of a spiritual transformation that can take place in the process of education.

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Research Ethics: A Perspective of South Asian Context

Author(s): Bibek Dahal / Language(s): English / Issue: 1/2020

Research ethics is concerned with ethical issues that can arise while conducting research. Social science research entails a combination of three equal entities: process, context and human agency. In each study, these entities demand rich interaction with each other. Generally, research ethics questions the interrelation between the research context and the human involvement established within that context. The research context and interaction between researcher and research participants lead to variations in the construction of knowledge, while research ethics plays a major role throughout all undertakings. In this narrative review paper, I have critically reflected my arguments on behalf of research ethics as a context-specific issue. I argued that the one-size-fits-all approach of research ethics is not viable by presenting ethical practices from the South Asian perspective. The paper is organized in three specific sections – ethical theories, research ethics and its contextual practices. Research ethics is very much a private affair and directly linked to the personal outlook of the researcher towards others. The ethical issue in research is not generic, but specific to the research context, i.e. the context of the research determines what form of behaviour is ethical and what is not. I explore the idea that the South Asian context may have its own system to conduct research ethically, as in euro-western and indigenous systems.

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Smisao obrazovanja u Rusoovim delima

Author(s): Kristina Todorović / Language(s): Serbian / Issue: 35/2021

In this research, the author tries to demonstrate that Rousseau's understanding of education largely coincides with the Enlightenment ideas of the 18th century. Rousseau, together with other Encyclopedists, advocated the idea of emancipation of the mind from authority and spreading of knowledge from various fields of science, philosophy, and also knowledge of various crafts. They believed that progress in knowledge would also contribute to the progress of society. However, Rousseau dared to doubt these ideas, which is why he will be unfairly accused of alienation from these ideas. The author aims to demonstrate that Rousseau's alienation is only apparent and that his notion of natural upbringing and education get along with the Enlightenment ideas. To prove these claims, the author will use the method of analysis and comparison of Rousseau's texts with the texts of his contemporaries. This research aims to present a different interpretation of Rousseau's ideas of education and upbringing, concerning how his contemporaries understood them.

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STAROŻYTNI NAUCZYCIELE SAMOREALIZACJI

Author(s): Sylwester Scisłowicz / Language(s): Polish / Issue: 1-2/2019

The problem of lifelong, subjectively and socially desired self-realization, implementing it at school and in other forms of tuition, belongs to one of the most important educational problems of current world. Practitioners working on research conducted by C. Rogers and A. Maslow, are still looking for answer on such questions as: What a teacher have to know, to successfully inspire his or her pupils for lifelong self-realization? What should he/she teach? In what kind of atmosphere should he/she do this? This paper reminds what kind of opinions on this subject had ancient philosophers-teachers such as: Homer, Thales of Miletus, Confucius, Protagoras, Socrates, Plato, Democritus and Epicurus, as well as indicate that their thoughts and actions converge on opinions and actions of contemporary researchers, propagators and implementers of self-realization.

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STAVOVI SREDNJOŠKOLACA O OSOBINAMA NASTAVNIKA U UVJETIMA OTOČKE ŠKOLE

Author(s): Ivana Batarelo Kokić,Ivanka Buzov,Ana Bodlović / Language(s): Croatian / Issue: 2/2018

Physical separation of an island from the mainland has numerous implications on different aspects of society, especially on the school system. In this paper, related to the reviewed literature on schools in rural and remote areas, the island is viewed as partially rural entity that is physically remote from the mainland. Various international research studies indicate that one of the problems schools in rural and remote areas are facing is the employment and retention of teachers. Furthermore, when evaluating the quality of schools in remote and rural areas, quality of teachers is considered as an important aspect. In the context of the education system in the Republic of Croatia it is important to emphasize that teacher salaries are fully covered from the central budget. This approaches a tendency to ensure uniform quality of teachers in schools in different parts of Croatia. The paper presents the validation of the Scale of students’ assessment of teachers’ characteristics, within the research conducted on a representative sample of high school students from the island Brač, as well as differences in students’ assessment regarding gender, grade and place in which students are attending school. The results indicate statistically significant difference in students’ assessment of teachers’ characteristics regarding gender, where male students recorded higher mean scores than female students. Student assessment of teachers’ characteristics also differs by the grade students are attending, where students in the first grade assess teachers with higher mean scores, and scores are decreasing with each further grade. Also, the assessment of teacher characteristics differs by the place in which students are attending school. The specificity of the island Brač is in the strong connections of some places with the mainland. Hence, the observed differences in the students’ assessment of teachers’ characteristics should be observed in the context of the island itself.

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STJECANJE ZNANJA I POŠTIVANJE ODNOSA KOJI NA TOM PUTU NASTAJU

Author(s): Edin Memić / Language(s): Bosnian / Issue: 87/2021

In all times and regions the knowledge is one of the greatest blessings of Allah and the pursuit of knowledge is an imperative for all the faithful prescribed in two fundamental sources of Islam: Qur’an and the Hadith. Knowledge is a fortune and the power. According to the teachings of Islam it is also a form of ibadat, which if joined with correct intentions, places the pursuers of it, the learned, upon a very high pedestal in this world and in hereafter. In this article the author attempts to relate about the two-ways relations that emerge in the journey of attaining the knowledge since it is a process that can never be of one-way character. In this regard the author stresses: the relation of a student towards learning and towards the object of learning as well as his relation towards those who assist him in that path; relation towards the learner and towards the learned regardless of the particular field of their learning. The author presents a selection of the ayahs from the Qur’an and the Hadith which teach us how to properly regard these relations and warn us of ill consequence if we fail to do so.

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Styles of Education: Kazimierz Ajdukiewicz and Paulo Freire

Author(s): Katarzyna Gan-Krzywoszyńska,Piotr Leśniewski / Language(s): English / Issue: 3/2021

This paper provides an analogical analysis of the educational styles of Paulo Freire and Kazimierz Ajdukiewicz. Although it seems they do not have much in common, we have found some striking similarities regarding, above all, their attitude towards the foundation of education and the deep, abstract structure of human/social relations. Consequently, in this paper, we posit that accurately (pragmatically) organized education in logic is necessary for any dialogical approach to education and social life.

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Svobodová, Z. – Blaščíková, A.: Mezi filosofií a teologií výchovy: Dialog k odkazu Radima Palouše

Author(s): Mária Spišiaková / Language(s): Slovak / Issue: 4/2021

The review of: SVOBODOVÁ, Z. – BLAŠČÍKOVÁ, A.: Mezi filosofií a teologií výchovy : Dialog k odkazu Radima Palouše. Praha : Karolinum, 2021, 132 s. ISBN 978-80246-4902-3.

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Teaching Academic Honesty and Ethical Standards

Author(s): Anna Błaszczak / Language(s): English / Issue: 1/2020

The considerations presented in this paper refer to the idea of developing academic honesty and introducing ethical standards in research among high school students of the International Baccalaureate Diploma Programme. The mission of the International Baccalaureate Organization is to form a better world through education. One of the ways to achieve this is to create international educational programmes that include the development of a respectful, principled and caring attitude among their students. Teaching about academic honesty and ethical standards in research as well as introducing these principles in everyday school life is the best way to put these rules into practice. In the following paper, the regulations of the International Baccalaureate on academic honesty in general and ethical guidance for psychology in particular will be presented, followed by examples of good practice from one of the IB schools, the Międzynarodowe Liceum Paderewski in Lublin, Poland.

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Teaching Modern Attitudes through Science of the Past: Hypatia of Alexandria

Author(s): Barbara Krajewska,Małgorzata Krzeczkowska / Language(s): English / Issue: I/2020

Hypatia lived in Alexandria in Egypt in the late 4th and early 5th century AD and was in her time the greatest mathematician and astronomer, also a philosopher and a charismatic teacher. She lived her life in a male-dominated world and outfaced the prevalent gender standards thanks to her personal characteristics including talents, strength, independence and courage. Apart from femininity, her attitudes included religious tolerance, high moral standards, ceaseless social and educational activity and political temperance. All of these attitudes apparently pertain to our modern life and are appropriate for teaching in today’s schools.

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TEACHING PHILOSOPHY AND ENACTIVISM

Author(s): Andrei Simionescu-Panait / Language(s): English / Issue: 2 Suppl./2021

The paper presents a concise history of enactivism in education, especially in mathematics education. Cases described by Davis’s, Proulx and Simmt’s work showcase the idea that enactivism is a viable alternative to constructivism or to classical views both in terms of practical teaching and theoretical models related to the process of learning. The idea that the student should solve a fixed problem, discover the universally correct solution, and eventually store that correct solution to find many other universally correct solutions to other fixed problems reduces the student to a very simple mechanism aimed at informational efficiency. This problem is met by the enactivistic tradition that began with Varela and Maturana’s work, now updated to the aforementioned researchers. Contra the classical perspective, enactivism proposes the idea that the student collaboratively produces the problem, being able to see multiple solutions, and eventually becoming a performer of knowledge. The article takes these ideas developed in mathematics education and finds their use in philosophical education. The article especially focuses on the student’s problem of being unable to link a new philosophical text discussed in class with their intuition. The last part of the article offers a lesson design example. The philosophical design focuses on making the students explore their own thinking regarding the topic about to be discussed by using a philosophy text before introducing the text.

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The Actuality of Aristotelian Virtues

Author(s): Carmen Rodica Dobre / Language(s): English / Issue: 3/2021

Aristotle defined the ethical and intellectual virtues which are recognized as fundamental even today. Contemporary virtue ethics still takes into account Aristotelian virtues. The modern moral philosophers have tried to find new ethical values in a society in which religions are in decline and the old values lost their meaning. The starting point of their research has been Aristotle’s “Nicomachean Ethics” which has remained the most important work in ethics influencing the philosophical thinking until nowadays. This paper seeks to explain the actual importance of the cardinal Aristotelian virtues and how they are seen today.

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The Corporal-oriented approach to Education: a Turn towards the Whole Person

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The Corporal-oriented approach to Education: a Turn towards the Whole Person

Author(s): Svitlana Hanaba / Language(s): English / Issue: 4/2021

Recent anthropological studies consider the corporal experience as an indispensable attribute of a person’s life world. They declare to go beyond the dichotomy of body and mind and present a modern person as a complex integrity of all systems and characteristics of a living organism. Body and mind are a union of vitality with different forms of their manifestation. The corporal is not regarded as an essential complement to the mental, the corporal is the mental, just in a different form of its manifestation. The implementation of a methodological turn from a rational-cognitive approach to a holistic understanding of human nature and the peculiarities of cognitive processes outlines the problem of education transformation in both theoretical and practical terms. Taking into account the complexity and multiplicity of tasks in solving this problem, the guideline in defining conceptual ideas is the understanding of a person as a multi-temporal being who lives simultaneously in multiple hierarchical levels, ontological time and the scale of processes. It is a question of necessity to construct educational activity in semantic planes: mind-body-culture, mind-body-activity, body-consciousness-reaction and others.

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THE DIALOGICAL FORM OF PHILOSOPHICAL PRACTICE: STRUCTURING THE DISCURSIVE FLOW IN SOCRATIC DIALOGUE

Author(s): Alexandru Cosmescu / Language(s): English / Issue: 2 Suppl./2021

Based on the transcript of a fragment from a philosophical practice session carried by Oscar Brenifier, I flesh out several aspects of this dialogical form of philosophical practice. First, it is a form of interaction grounded in the interlocutors’ interaffection. Second, the main mechanism of carrying through the dialogic interaction is the practitioner’s repeating the other’s words, writing them down, and then questioning them, thus extracting them from the other’s discursive flow and making them shared objects for an intersubjective gaze. Third, this form of dialogue is asymmetrical: while the other is providing the “content”, the practitioner is responsible for explicating it.

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The Education of Senses. At the Intersection between Affectivity and Aesthetics

Author(s): Carsten Friberg / Language(s): English / Issue: 1/2021

This article makes the argument and emphasizes that aesthetic education is central for a discussion and critical awareness of affectivity with our self-perception and world relation. Our affective relations are a component in our interaction with others with whom we share feelings and emotions, formed and learned through this interaction. Judgments of taste in which social norms are made explicit demonstrate such an education and emphasize the centrality of aesthetic education for a critical awareness of our self-perception and world-relation.

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The End of Truth. Five Essays on The Demise of Neoliberalism

Author(s): Bülent Somay / Language(s): English

What seems to be happening throughout the last decade is the gradual invalidation and dissolution of what we used to call ‘Truth’, and hence the disruption and gradual dissolution of what Foucault had called the existing hierarchical “Regime of Truth”. What remains is not what Marx had hoped to be a more egalitarian regime in which “the educator{s themselves are also] educated”, but rather a ‘Humpty Dumpty Regime’, where ‘Truth’ is whatever the Humpty-Dumpty in power wants it to be. This book argues that this is an unmediated outcome of the profound social, cultural and economic crisis of neoliberal capitalism, and its political corollary, the meteoric rise of populism and authoritarianism, not only in the so-called ‘developing’ countries, but throughout the entire globe.

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The Perception of Research Integrity and Ethical Training in the Academic Community

Author(s): Katarzyna Kalinowska,Agnieszka Koterwas,Agnieszka Dwojak-Matras / Language(s): English / Issue: 1/2020

The article presents academics’ perceptions on research integrity and teaching integrity and ethics. The empirical basis of the article is a qualitative analysis of data based on open questions from two online surveys conducted among scientists, academic teachers and students. We point out two ways of defining scientific integrity: (1) as a common challenge for the academic community arising from the relationship between science and society; (2) as an individual choice and one’s capital in achieving scientific success. We describe the respondents’ views on the process of teaching integrity and ethics, rooted in a values-based approach to integrity. In this approach, teaching is open to the use of dialogical methods and takes into account the relative nature of the subjects being taught – research integrity and ethics. In our analyses, we focus on a positive approach to research integrity and show that it has great potential to raise the awareness of the scientific community about the principal values in science.

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The Philosophical Vision of Legal Punishment

Author(s): Virginia Zaharia,Veronica Pozneacova / Language(s): English / Publication Year: 0

The concept of punishment represents one of the most difficult legal issues that are related to the concept of human freedom and responsibility. Since Antiquity, the brilliant minds of humanity contemplated about the sense of punishment and the function of this institution. Each epoch analyses this concept from different aspects and some of them are reflected in the actual legislation. The most important principles of contemporary criminal law were expounded by the Ancient, Modern and Contemporary philosophers. The field of research of this article is the philosophy of punishment of criminal law. In this study, we have applied the method of historical research of the proposed topic, which gives us the opportunity to analyze the development of criminal punishment and its goals from a historical perspective. In this paper, we aimed to determine the philosophical base of the legal punishment that legitimizes the application of sanctions to the person who committed the crime. We established the importance of the theories developed by brilliant thinkers for the contemporary concept of penal retribution and legal regulation of this institution. This theme generates several discussions that are formed in the process of comparison and debating of the ideas of influential philosophers regarding the purpose of criminal punishment. Therefore, we consider that the analysis of the theories of great thinkers gives us the possibility to understand the complexity of the phenomenon of criminal punishment, and leads to the more effective application of state constraint towards the offender.

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The Sophia Republic: The Special Theory of Education

Author(s): Oleg Bazaluk / Language(s): English / Issue: 26/2021

The article explores education as a policy, as a power that moulds in a man “the correctness of the gaze.” A theory that we have called the special theory of education reveals the first image of education. The special theory of education considers education as a moulding matrix. The matrix consists of sets of special impact technologies by means of which it liberates the truths of the Dasein being’s experience hidden in the arete existentials. The special theory examines the Sophia Republic policy, i.e., the power that regulates the ontological orientation and limits of self-realization of Dasein-mentalityabout’s being in accordance with the absolutized idea, ideal and values of “Those Who Transform the Universe.”

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Theodor W. Adorno’s Criticism of the German Concept of Bildung

Author(s): Till Neuhaus / Language(s): English / Issue: 1/2021

The question of how to conduct oneself in the world is arguably as old as mankind itself. Ancient Greek philosophy, namely the sophists, identified a problem which shaped the world since it was first articulated – the negotiation of internal truth and external application. While neither can truly guide one’s way – epistemological relativism and ethical utilitarianism await at the extrema – dialogue of all kinds seems to be a way to prevent the drift and shift towards these extremes. After having framed the philosophical problem, this paper will exemplarily examine Germany’s concept of Bildung with regard to these extremes. The analysis will focus on the end of the 19th century (fin-desiècle) as this has been the phase of Bildung which can, at least in part, be held accountable for the horrors of the 20th century. Bildung was and still is a central aspect of German culture and has been the matter of analysis and discussion ever since. One of the most potent criticisms has been uttered by Theodor W. Adorno who analyzed Bildung after the Second World War and exemplarily outlined traits of fascist societies. However, Adorno was also influenced by the zeitgeist and did not grasp the problem at the deepest possible level of analysis. Based on but not limited to the intellectual accounts of Theodor W. Adorno, it will be tried to identify commonalities among totalitarian systems and reconnect these with the aforementioned philosophical problem of ethical utilitarianism and epistemological relativism.

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