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BATTLE FOR MINDS. ELEMENTS OF CRITICAL PEDAGOGY

Author(s): Gianluigi SEGALERBA / Language(s): English Issue: 49/2022

In my study, I concentrate my attention on some aspects of Freire’s thought on pedagogy. I analyse some aspects of Freire’s opposition between his model of pedagogy and the banking model of education, i.e. the oppressor pedagogy: the bank education’s goal is to establish and conserve a hierarchical society; the problem-posing education aims to establish an egalitarian society and eliminate oppression forms. The concepts of anthropology which underlie the two pedagogical systems are quite dif erent from each other: bank education views individuals as complete entities, i.e., as entities whose essence is given once and for all, whereas problem-posing education sees individuals as self-transcending entities and thus as entities who develop and change in history. I then analyse Freire’s investigation on the mechanism of internalisation: internalisation is the process through which oppressed individuals are transformed into entities mentally directed by the oppressors. It corresponds to the complete assimilation of the mind of the oppressed to the mind of the oppressor. The oppressed are therewith transformed into replicas of the ideology of the oppressors. The text of Freire which I use for my investigation is Pedagogy of the oppressed.

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Build What You Think. Philosophical Education Using the LEGO-LOGOS Method

Author(s): Paweł Walczak / Language(s): English Issue: 58/2022

LEGO bricks have enormous educational potential. The article analyzes the possibility for using the bricks in teaching philosophy. As a case in point, it describes the LEGO-LOGOS project, a method where the bricks have been successfully used in opening students to philosophical ideas. The project makes use of play (in this case with the LEGO bricks) to introduce students to philosophy and philosophizing. It tackles one of the biggest obstacles in teaching this subject, that is, the resistance of students to formulating and expressing their thoughts, as the method allows for a free and creative expression of ideas and interpretations. The article describes the structure of the classes where the method is to be used and provides an analysis of educational and philosophical assumptions of LEGO-LOGOS, also touching on the possibility for using the method as a tool in the school setting and beyond.

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Trečiojo nepriklausomos Lietuvos dešimtmečio filosofų fizinės kultūros sampratos

Author(s): Rūta Marija Vabalaitė / Language(s): Lithuanian Issue: 111/2022

The article deals with the concepts of physical culture set out in Vydūnas' writing “Health, Youth, Beauty”, in Šalkauskis' book “Physical education and its goals”, in Maceina's works “The problem of pedagogical vitalism” and “Prof. St. Šalkauskis' Pedagogy” and in Sesemann's study “Time, Culture and Body”. The aim is to identify the similarities and differences in the views of Lithuanian philosophers and to assess the originality of their ideas. We maintain that all philosophers regard physical culture as a condition to organize one’s body and consider it as inseparable from spiritual culture. Vydūnas emphasizes the lack of physical culture in “cultural” human being, Sesemann explains its necessity for the cultural activity itself and like the other two authors discerns the problems of professional sports and cult of the body, which have become even more relevant after almost a century.

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Koja je formula kvalitetnoga odgoja?

Author(s): Petra Domaćinović,Aleksandra Golubović / Language(s): Croatian Issue: 1/2022

What is a good upbringing given the qualities that should result from it? How do we know we have raised a child well? And what qualities should we instill in them? On the one hand, upbringing should certainly be seen as something universal, whose rules should apply to all equally, at any moment of human existence. Or, on the other hand, through constant change, where upbringing largely depends on our needs, ideals, and the time in which we live, which is full of various challenges. In this paper, we will focus on contemporary tendencies in an attempt to achieve a successful and quality upbringing and thus contribute to the construction of a man and a better future for society as a whole while pointing to the need to include new experts in educational thinking and practice.

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Fundamente filosofice ale dreptului la educație incluzivă

Author(s): Alina Monica Baraian / Language(s): Romanian Issue: 1/2022

The way society excludes certain groups or individuals involves processes of reporting to others as alterity, through labelling, with an emphasis on the appearance and identification of incapacity, on inferior and unacceptable aspects, deeply rooted in mentalities that have been perpetuated since Antiquity. However, the approach to the problem of identity in a contemporary context allows the analysis of the concrete situation related to the specific studies of the social sciences in the field of human rights, focused on the way in which the current individual consciousness, as well as the community and the relationships between individuals, built as a sum of individual visions, can be modulated in terms of accepting alterity.

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Što militantizam čini znanstvenom istraživanju

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Što militantizam čini znanstvenom istraživanju

Author(s): Nathalie Heinich / Language(s): Croatian Issue: 27/2022

Na francuski sveučilišni svijet politika utječe tako, da se misao od toga smrzne, Podsjeća povjesničar Jacques Jullliard i utvrđuje tri uzastopne »glacijacije «: oslijeratno sovjetsko-marksističko ledeno doba, zatim 1970-ih maoističko, i ovo današnje koje sažimlje terminom »islamoljevičarsko«. Ta zadnja glacijacija predmet je polemike koja Razdire sveučilište otkako je profesoru Samuelu Patyu Jedan islamist odrubio glavu, 2 polemike koja je u prvi plan intelektualne scene postavila pitanje »militantizacije« visokog školstva i znanosti, da iskušamo taj neologizam što ga je nažalost nužnim, učinila stvarnost ovoga što nam se zbiva pred očima: doslovno deplasiran i sve utjecajniji militantizam nastoji preinačiti predavaonice u mjesta indoktrinacije, a znanstvene radove u propagandne letke.

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BETWEEN THE LIGHTNESS OF BEING AND THE WEIGHT OF BECOMING

Author(s): Marius Florea / Language(s): English Issue: Sp.Issue/2022

One of the few direct solutions that Nietzsche gives for the overcoming of nihilism is the facing of the thought of eternal recurrence. Being the heaviest of all thoughts, it may seem that through Heidegger’s filter it will become a sort of metaphysical concept, but his analysis may at least help us see it as an axis around which thought can pivot, at least for a moment. Kundera sees the contradiction between lightness and weight as the most problematic of all, as it is difficult to see the burden as something positive when emancipation seems to always be an attempt to achieve total freedom, a search for lightness. We argue that “the heavy thought” makes us confront fatalism and affirm freedom, while lightness makes freedom by becoming impossible. The eternal recurrence is the idea that offers motivation to intervene in the chain of determinations and to influence them decisively.

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SOME REMARKS CONCERNING THE “USE OF AN OBJECT”

Author(s): David-Augustin Mândruț / Language(s): English Issue: Sp.Issue/2022

The aim of this paper is to propose some philosophical interpretations of Winnicott’s concept of “the use of an object”. These interpretations will be coming from Heidegger’s fundamental ontology and from Buber’s late philosophical anthropology. We also noticed that Winnicott’s theory of “the use of an object” was already in some way or another present in the Phenomenology of Spirit, in the fourth chapter, where consciousness is treated in terms of desire. Our main thesis is that after the subject encounters the resistance of the external world, its adversity and contrasting feature, the subject recognizes it as something independent and autonomous from the self, so the subject is able therefore to set that being at a distance, enter into relation with it, and finally establish the world qua world. We are going also to draw lines between Winnicott’s perspective and the views of some phenomenological authors such as Eugen Fink, Merleau-Ponty or Marc Richir.

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Prospects of Philosophy of Education for the Concept of Responsible Citizenship in the 21st Century

Author(s): Frol Revin,Tetiana Matusevych / Language(s): English Issue: 29/2022

Since time immemorial, many philosophical systems and schools of thought have viewed the intellectual nurturing of active, mentally, and spiritually developed individuals as their primary tasks. Accordingly, the authors of this article set the goal of elaborating some of the interconnected (philosophical and pedagogical) notions embedded in employing a problem-based teaching methodology as a guiding tool for the implementation of a nationwide educational reform aimed at supplying a fresh alternative to more perennial and didactic modes of instruction in need of serious review. The latter, in our opinion, proves to be extremely counterproductive to the genuinely Socratic method at the heart of the European and global educational spirit and practice. In contrast to predominantly mechanical accumulation and transmission prevalent in Post-Soviet teaching methodology, inquirybased education is suggested as an efficient cumulative approach necessary to achieve a beneficial functional dialectic allowing students to combine guided instruction with self-actualization as active members of a modern, sustainable society. When properly executed, problem-based learning is able to closely mimic real-life scenarios of issues arising in the process of civic engagement by cultivating an active knowledge acquisition attitude among the general public. Equipped with an efficacious know-what and know-how, such social actors are able to pursue civic virtues by coming up with ways to resolve social issues having acquired a broad educational skill set while fostering the constantly evolving personal and professional learning competencies. course towards a European pedagogical paradigm, a paramount role should be assigned to the efforts of reorganizing and reforming of our educational establishments, from kindergartens to Ph.D. programs. Consequently, our educators on all levels require a clear, structured vision of the philosophy that will inspire, underpin and guide this successful impetus away from the ineffective and ideologyladen remnants of the post-Soviet system and towards embracing globally recognized values and educational principles at the heart of progressive responsible citizenship. At the same time, the authors wish to caution that in pursuing this path, our educational system (if we aim to raise and improve the scope and quality of civic engagement) cannot simply change one set of overarching markers for another but must undertake an incremental approach to building up the general level of democratic, political and social awareness and adroitness.

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Plato’s Philosophical Mimesis: On the Pedagogical and Protreptic Value of Imperfection

Author(s): Hélder Telo / Language(s): English Issue: 2/2022

This article addresses two often perplexing traits in Plato’s philosophical style: first, the fact that Plato’s writings are mimetic, despite the strong criticisms of mimesis we find therein; second, the fact that this mimesis not only features the constitutive defects inherent to any mimesis, but Plato actually increases its imperfection by adding other manifest defects. Based on epistemological and psychological views taken from the Platonic corpus (especially the soul’s tripartition), I show how Plato’s philosophical mimesis uses defectiveness or imperfection to overcome the limitations of mimesis identified in the Republic. To explain this, I argue that Plato’s philosophical mimesis should be primarily conceived as an imitation of people or conversations in which views or arguments are conveyed, but rather as an imitation of the act or practice of philosophical inquiry, and that by rendering this act visible to the reader, the Platonic corpus can better teach how to perform it and better turn readers to a life determined by its performance. This is not without risks because, as a type of mimesis, philosophical mimesis can still lead to misunderstandings or affect the soul in a negative way. However, the quantitative, qualitative and tonal defects Plato introduces in his mimesis of philosophical inquiry cause astonishment and therefore have a provocative effect that helps to reduce those risks and enhance the corpus’ pedagogic and protreptic potential. Consequently, Plato’s philosophical mimesis explores the benefits of mimesis and is in strong contrast with artistic or dramatic mimesis as is understood in Republic X.

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EPISTEMOLOGICAL QUESTIONS FOR A PSYCHOLOGY OF DIALOGUE

Author(s): Michael J. Baker / Language(s): English Issue: 3/2022

Notwithstanding the magisterial work of the psychologists H. H. Clark and A. Trognon , in comparison with sociology and linguistics a veritable psychology of dialogue still remains little elaborated. This paper analyses epistemological obstacles facing such an enterprise, arguing that dialogue can not be understood as a ‘window’ on the individual mind. A vision of dialogue as a process of collective thinking, with the exchange as the fundamental unit of analysis, is sketched out. Dialogue is a complex system, involving multidirectional relations between situational representations, communicative action and emergent thinking.

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ÉMERGENCE DU PROBLÈME ET DYNAMIQUE DES RELATIONS LORS DU DÉMARRAGE D’UN ATELIER DE PHILOSOPHIE

Author(s): Anda Fournel,Anne-Nelly Perret-Clermont / Language(s): French Issue: 3/2022

Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise follow-up of the contributions of each participant. At the beginning of the workshop, we are interested in looking for those moments when a common problem emerges. Our observations suggest that the process of theoretical elaboration of a philosophical theme and that of the relational dynamics between the participants are intertwined.

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DIRECTIONS DE RECHERCHE SUR L’INTERACTION

Author(s): Ligia Stela Florea / Language(s): French Issue: 3/2022

Research directions on interaction. This article proposes to consider interaction as a concept and an object of study based on pragmatics and textual linguistics, according to three approaches: discursive genres (Kerbrat-Orecchioni, 1990, 1992), place relationships (Vion, 1992), dialogism and polyphony (Bakhtine, 1970, 1984 and Ducrot, 1980, 1984). These approaches are illustrated by the analysis of several interaction situations: a political debate organised on Romanian television during the 2004 election campaign, two extracts from literary works Les Parents terribles by Jean Cocteau and La chute by Albert Camus, and a forum in the newspaper Le Figaro (09/2009).

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Problémy s humanitou v kultúrnom milieu súčasných spoločností

Author(s): Martin Šarkan / Language(s): Slovak Issue: 3/2021

The aim of the study is to identify the key characteristics of the concept of studia humanitatis and ultimately humanity as an essential sociogenic factor and its relevance for contemporary education. The notion of the humanities tradition is discredited as an anachronism in the current vocationally oriented paradigm of education. Moreover, the current notion of the humanities tradition or humanism is conceptually confused, which is a source of tension in contemporary discourse on humanities education. This study aims to identify the ideological core of the humanities tradition through an analysis of the ancient and renaissance concept of studia humanitatis, which asserted itself in the educational paradigm during the period of Renaissance humanism and in later receptions of European culture.

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BÜYÜK TÜRK DÜŞÜNÜRLERİNDEN FARABİ VE İBN SİNA'NIN EĞİTİM GÖRÜŞLERİ ÜZERİNE BİR ÇALIŞMA

Author(s): Üyesi Nurten Topçu / Language(s): Turkish Issue: 56/2022

Farabi, who sees education as an action based on scientific abilities; Although he lived a thousand years ago, it is stated in the literature that he came very close to contemporary views with his understanding of education. Farabi, who wrote in every branch of science, has been defined as a Philosopher and a Turkish educator who gives direct place to the subject of Education. He is said to have more than 100 works with his views on how to teach and how toteach method definitions and research methods. His works are from the13th century to the 17th century. taught at EuropeanUniversities. Avicenna's child education, child and play, individual differences, talent distinction and education, who thinks that education should start with birth, which attaches great importance to education and science. He presented views on the importance of physical education, teacher characteristics and teaching methods in line with the latest findings of pedagogy and psychology. Avicenna, whose field of study is mathematics and medicine, was also seen as an educational philosopher. He accepted experimental science; He wrote medical science subjects and curriculum; His works in the field of medicine have been used as textbooks in European medical faculties for more than five centuries. Europe has greatly benefited from these important thinkers. In this study; It was aimed to bring the Educational views of Farabi and Avicenna, one of the greatTurkish thinkers who presented a wide range of information and works, to the agenda as much as possible; included in primary sources and research Educational views, which are fundamental to the present, are included, and literature review has been carried out with content-analysis method.

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Åsa Wikfors, Alternativne činjenice: o znanju i njegovim neprijateljima

Author(s): Mersiha Jusić / Language(s): Bosnian Issue: 1/2022

Review of: Åsa Wikfors, Alternativne činjenice: o znanju i njegovim neprijateljima, Zagreb: Naklada OceanMore, 2021. 120 str., ISBN 978-953-332-120-2.

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VJEROVANJE U ZNANJE

Author(s): Ivana Seletković / Language(s): Croatian Issue: 35-36/2022

Man's susceptibility to believe in unverified information, astonishment and its result and the greatest friend fear, in the reticle create a reputation for knowledge due to the knowledge of everything that comes our way. Without critical reflection, without sufficient information, sometimes due to insufficient education, of course, not formal, but informal, which gives us self-confidence in the goals of understanding and ultimately we like to say; it is so; I believe; I know that (…).

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Jūratė Baranova ir filosofijos kelias į Lietuvos bendrojo ugdymo mokyklą

Author(s): Lilija Duoblienė / Language(s): Lithuanian Issue: Suppl./2022

The article analyses the contribution of Professor Jūratė Baranova to the introduction of philosophy teaching into the Lithuanian general school. There is a discussion about the need of philosophy teaching, the initiatives of Baranova and her colleagues’ mutual activities preparing textbooks and other teaching tools. The courses initiated, the philosophy education programmes for teachers and teacher re-skilling programmes, as well as students’ Philosophy Olympiads are presented. The educational projects of Baranova and her co-authors are reviewed, focusing on teaching cultural literacy at school whilst using dialogue, argumentation and multimodality. The author concludes that Baranova was one of the key contributors amongst Lithuanian professors and teachers, who made an input to the introduction and development of philosophy education at schools.

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Mąstytojų ugdymas Lietuvoje: sekant J. Baranovos ir L. Duoblienės kelrodžiu

Author(s): Kristina Petrošienė / Language(s): Lithuanian Issue: Suppl./2022

Review of: Mąstytojų ugdymas Lietuvoje: sekant J. Baranovos ir L. Duoblienės kelrodžiu Baranova, J., Duoblienė, L., 2020. Filosofija vaikams ir multimodalus ugdymas. Vilnius: Vilniaus universiteto leidykla, 223 p. ISBN 978-609-07-0423-3

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ІДЕЯ УНІВЕРСИТЕТУ В СУЧАСНИХ ВИКЛИКАХ

Author(s): Olga Dolska,Tetiana Mikolaivna Dyshkant / Language(s): English Issue: 1/2023

The article, exploring the genesis of the idea of the university, reveals how its value bases and mission have changed over time. The fate of the University as a social institution is inextricably linked with society and bears the imprint of the transformations taking place in the social environment. In relation to the University in the modern world, the existence of a serious crisis is universally stated and, as shown in the article, it is associated with the processes of globalization, the establishment of market fundamentalism and postmodern culture.

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