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Paweł PIJAS – Prawo – sprzeciw – sumienie (Konferencja „Klauzula sumienia w kontekście etyk zawodowych”, KUL, Lublin, 5-6 XI 2015) /// Sylwia SURDYKOWSKA – „Reorientacje” (Cykl spotkań upowszechniających wiedzę o świecie Azji i Afryki, Wydział Orientalistyczny Uniwersytetu Warszawskiego–barStudio przy Teatrze Studio, Warszawa) /// Zuzanna B. GĄDZIK – Ochrona życia – nowe wyzwania (Międzynarodowa konferencja naukowa „Wartość życia. O współczesnych kontekstach czytania encykliki św. Jana Pawła II Evangelium vitae w dwudziestą rocznicę jej ogłoszenia”, KUL, Lublin, 27 XI 2015)
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The problem of preparation of future teachers to nurture the culture of pupils’ behavior. Characterized features role playing game as a form of organization of educational process in higher education. Examples of role playing games in the context of the problems raised.
More...A.G. Dugina „Filozofia globalizmu – filozofia antyglobalizmu” (wg wystąpienia na konferencji poświęconej zagrożeniom globalnym, grudzień 2000 r., Moskwa)
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The present paper aims at an analysis of the axiological paradigm in the satirical outputof Wacław Klejmont, a poet, essayist and literary critic, locally well known in the culture ofthe Polish Warmia and Masuria. The author attempts to set a broader context of the epigramsand specifically focuses on their theological aspects that have not yet been so well exposed inthe Polish aphoristic literature.
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The problem of sharing psychological tests with non-psychologists concerns the sharing of chosen psychological tools with people without full psychological education. An analysis of the principles of sharing psychological tests was attempted. The Workgroup of Psychological Tests of The Polish Psychological Association (Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego) makes psychological tools available in 4 categories, each of which includes various psychological tests. The issues of concern are the platform “Epsilon,” which has been recently introduced by The Workgroup of Psychological Tests, a training program, which is supposed to endorse the basics of psychometrics, or the possibility to access psychological tests from the category “for psychologists only,” given to people with a “doctor of psychology” degree. It is necessary to discuss the subject of the use of psychological tests by people without adequate psychological education. Easy access to the tests by non-psychologists can be harmful to the prestige of the psychological profession.
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The fundamental premise of Bruno Schulz’s theory of interpretation is an assumption that reality has some meaning. This meaning is an intentional object which must be discovered in a process of creative interpretation. In Schulz’s fiction, Józef fails to become a true artist because he cannot be or does not dare to be a successful interpreter of the reality of Drogobych. The central text of Schulz’s phenomenological hermeneutics, approached by Meniok in the context of the Husserlian and Ingardenian tradition,is his programmatic essay "Mythicization of Reality" [Mityzacja rzeczywistości], where he stressed the potential of literature to activate myth as a component of reality. Thus,the writer’s task is both to endow reality with myth and to interpret myth – and consequently reality – in a creative manner.
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Bruno Schulz has been one of the most important Polish philosophers. It is not because one can find in his works many traces of reading philosophy or that they convey any specific philosophical ideas, but because the form of his world is one of the most interesting world forms found in Polish in the 20th century. What is the meaning of this form? Our life tends to assume fixed shapes whose durability denies it since there is a radical assymetry between the matter of life and the forms it adopts. We need these forms to deny formlesschaos but we should not accept them as ultimate. Our nature knows no peace but adoptsmany disguises and roles to find the best possible shelter, which never ends with success.Human life is permanently incomplete because it always shows us its “eternal otherness.”Never will we realize our potential in full, which does not mean that we should limit ourselves in advance. On the contrary – the more options we have, the better our life is. If reality is a sum of realized potentialities, the more of them become real, the more meaning reality will acquire. And the more meaning it has, the more effort must be put in itsinterpretation. Thus human existence can be defined as interpreting. Interpretation adds more possibilities to being since it is not a way of knowing the world, but that of being in it.
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The paper discusses the perception of the philosophy of the founder of the Marburg School of Neo-Kantianism Hermann Cohen by representatives of various directions of Russian philosophy in the early 20th century. It shows the evaluation of Kant’s transcendental system by Russian philosophers. The author distinguishes three main approaches to the evaluation of Cohen’s philosophy. Representatives of Russian religious philosophy criticize mainly the ethical constructs of the Marburger Neo-Kantian. By contrast, Russian followers of Neo-Kantianism underline the importance of his efforts to provide a system of philosophy. Finally, representatives of the Russian-Jewish group focus on the philosophy of religion of the German thinker. However, the author observes that no complete and comprehensive analysis of Hermann Cohen’s system of critical idealism was undertaken in the Russian philosophy of the early 20th century.
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This article presents two characters from the Greek mythology: Narcissus and Pygmalion. They are two different symbols of human destiny, who share a hyperactive attitude towards unreality/fiction. In their case, what exists loses the dispute over existence with what does not exist. Contrary to Narcissus, who is the victim of this dispute, Pygmalion is its beneficiary. Narcissus loses the dispute, because he is fulfilled in contemplation; Pygmalion wins, as he has managed to make his life a part of an aesthetic experience.
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The recent restorations of the Chartres cathedral, on the inside as well as on the outside, concerning the sculptures as well as the stained-glass windows, greatly modify our perception of the building. Revived in its original shape, the cathedral delivers a new light, which astonishes by its power. The present study focuses on the strategies at work in the restoration process, aiming at the rediscovery of the original significance of the monument, in spite of modern clichés; the question of our origins and of our future lies behind this attempt to challenge our view of the possible worlds of the past.
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This text deals with youth subcultures from the point of view of social pedagogy. Text introduces the basic terms such as culture, the dominant culture, subculture and counterculture and alternative culture. Furthermore, there is analyzed the concept of subculture youth as well as the concept of lifestyle. A difference between modern and postmodern approach to subcultures is also mentioned. Furthermore, there is described the relationship between youth subcultures and social pedagogy, which is one of the disciplines that are devoted to youth subcultures. The final part of the text briefly discusses selected youth subcultures in the Czech Republic and the negative manifestation of these subcultures.
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Modern youth, forced to live in complicated and unpredictable reality, faces the task of building its own identity and finding its own auto identification. This article is an analysis of this subject, based on research conducted by the author. It tries to find an answer to questions like „who is modern youth”, „how does it present itself and shape its own self-image” and „how does modern youth perceive the surrounding reality”?
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This article analyzes the general scientific and philosophical approaches to the training of teaching staff of preschool education. The essence of the concept of "methodological approach" has been revealed, as did the main approaches to training future educators. Author determined and allocated philosophical, interdisciplinary, systemic, synergistic, functional, personal, activity, axiological, and competency approaches.
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The existing types of psychological help to families are very diverse. They can be divided according to the orientation on certain group of clients, type of help and tasks, performed by the therapist. These differences form certain models of help and each of these models relies on its theoretical foundation and uses its own methods of work. In accordance with directivity and type of work with families, among the whole range of other models, emphasis are placed on a psychotherapeutic (or psychological) model, because this model suggests that ethiopathogenesis of family problems is in personal particularities of the family members. This reason is considered as a logical result of personal development in the process of which such preconditions as: motivation to marriage, stereotypes of parents’ family, formed life-style, attitude to people and events and the most important personal peculiarities of the individual (which in the conclusion form psychological readiness to the marital relations) create all together the system of emotional connections and interrelations.
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The paradigms specific to the educational activity are susceptible of a number of explanations more or less pragmatic in the current educational system. Thus, the knowable structures found at the level of the learning process may be subjected to a review of an epistemological nature. In these conditions, the excessive meta theorization must be eliminated in practice. Moreover, to the extent that we take a methodological approach, we must take into consideration new strategies of teaching-learning-assessment. In these circumstances, our analysis focuses on the teaching approach in the field of economic disciplines. We are interested to see to what extent such a demarche becomes operational and acquire a pragmatic value to the teaching activity. Therefore, the learning situations judicious analysis highlights a number of aspects of a pragmatic nature in teaching.
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The structural transformation of the Habermasian public sphere from the salons to the streets is directly related to understanding the boundaries of the city and the dynamics among its inhabitants today. The process of “transnationalization” via the mass media results in further “deterritorialization”, which brings with it the ambivalence of locality and universality within the same city. As the “counter-publics” continue to lack material means to rational-critical debate in envisioning the links between the city and its inhabitants, questions remain on what institutional arrangements can best facilitate participatory parity among the citizens. Joanna Rajkowska’s Minaret (2009-2011) bears a critical relationship to the city of Poznań as a site of play upon heritage, time-space relations, as well as religion. Who is the city really for – the inhabitant, the investor… the artist? Following Lefebvre’s definition and work conducted by such organizations as the UN-Habitat (2005), “the right to the city” suggests that all urban dwellers are equal participants. Does Rajkowska’s Minaret employ the best means that can ignite counter-public mobilization for Muslim minorities in Poznań, or does it simply make itself a victim to the postmodern Other?
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