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The paper discusses the problem of the legitimation crisis and strategies of legitimizing the Human Sciences in the Twentieth Century. Much attention is given to the relationship between Charles Taylor’s theory of The Malaise of Modernity and Hermann Lübbe and Odo Marquard’s views on the acceleration of social change and the Unavoidability of the Human Sciences.
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The article deals with one of the most important questions in the history of humanity: why we are here. The author provides a wide overview of the evolution of human thought around the issue of our origins. We continuously have been asking ourselves the same question throughout our history, but it lead us to different conclusions. The essence of life is inseparably linked with the reason of our existence. The effect of which is visible not only in philosophy or sociology, but also in arts. While philosophy tries to describe this essence by thought, art tries to describe it by form and shape. While there is no philosophy without relation to the genesis of humanity, there is no art without emotions. This is why the humans are so curious to discover the past both by thought and form. We simply try to answer this one particular prehistoric question.
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Lucrarea e consacrată analizei coraportului dintre drept (jus) şi lege (lex) în filosofia dreptului a filosofului I. Kant şi a juristului şi filosofului dreptului G. Radbruch. Ambii savanţi întemeia-ză dreptul a priori pe raţiune, dar îl determină pe principii diferite: I. Kant – pe libertate, în contextul imperativului categoric, iar G. Radbruch – pe dreptate ca valoare ideală supremă.
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The article deals with the problem of stress resistance as one of the basic qualities of the support teacher. The factors that lead to the occurrence of stress in the workplace, as well as the conditions for developing stress resistance are highlighted: knowing the laws of the occurrence of occupational stress, respecting the principles of stress, practicing assertive communication, coping focused on the problem, coping focused on emotions.
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The book discusses Polish philosophical pedagogy against the European background. It examines the work of Tadeusz Kotarbiński and the figure of a docile tutor. The publication concentrates not only on examining the past, but also on diagnosing the present state of Polish philosophical pedagogy and its formative influence on contemporary education. It also looks into the future in order to make possible prognoses.
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One of the greatest theoretical achievements of philosophical pedagogy in the last century is Sergius Hessen’s worldview dialectic. According to this concept, philosophical thinking protects pedagogy and education against ideological degeneration. Ideology is understood here as a gesture of closure (one-sidedness, exclusion of otherness and imperious mobilization). Hessen’s concept allows us to combine issues of the traditional criticism of ideology (manipulation, falsehood) with a more recent approach to it (inevitable social construction). It is also a good starting point for emphasizing the hermeneutical, dialectical and axiological dimensions of philosophical pedagogy. In the historical situation in which we find ourselves, in the midst of neo-tribalism, narcissistic consumerism, the culture of mental distraction, neo-authoritarianism, etc. – i.e. phenomena conducive to the ideologization of social life (including education) – philosophical pedagogy becomes not only an academic way of refl ecting on issues of education, but also an area of existential hope.
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In the text, the author recalls the concept of self-instruction formulated 100 years ago by the Polish philosopher and educator Władysław M. Kozłowski. In Polish pedagogy it is almost unknown, and we learn about Kozłowski’s merits in the field of instruction and education mainly from texts written by philosophers. Thus, it is worthwhile to explore from a pedagogical perspective and to trace, firstly, the assumptions of Polish humanism, together with the ideal of comprehensive education on which it is based; secondly, elements of the influence of European philosophical thought that can be found in the concept of self-instruction; thirdly, what distinguishes it and what is its potential, which could also be presented to us today, to those that care for and are responsible for the quality of Polish education. This study aims to extract from Poland’s past, i.e. from the time of partitions and from the interwar period, the figure of W.M. Kozłowski, a distinguished educator and humanist, along with his original and still valid – as is assumed – concept of education as an important voice within the philosophy of education.
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In this article I discuss the philosophical history of idealism and ontology as well as of realism and metaphysics (direct inspiration for this text comes from a book by Piotr Jaroszyński: Metaphysics or Ontology? [Polish edition: Lublin 2011; English edition: Brill, 2018]). The dispute that takes place between these trends influences pedagogy and in many cases determines it. The text indicates the consequences resulting from the adoption of educational ontology or educational metaphysics. They also affect anthropology, ethics, axiology and the practice of upbringing and education.
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The article presents elements of the philosophy of education in the philosophical works by Sebastian Petrycy of Pilzno (1554–1626). The most important and pioneering pedagogical historiography of the last century has been reviewed (Jan Leniek, Wiktor Wąsik), and then the pedagogical interpretation of Petrycy’s “small pedagogical treatise.” The role of the philosopher from Pilzno in the shaping of Polish pedagogical terminology has also been mentioned.
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The author of the text performed a reconstruction and a creative interpretation of the ethical views of Tadeusz Kotarbiński, especially those related to the principal ideal of the moral upbringing, i.e. the shaping of the so-called decent human being. The text is an attempt at providing answers to several research questions, including: 1. How to define “a decent human being”? What traits of character, personality or behavior should be used? The following will be considered: dignity, valor, resourcefulness, entrepreneurship, responsibility, solidarity, truthfulness, honesty, kindness, ethical alertness. 2. What part does the field of moral sensitivity, referred to as “conscience,” play in the upbringing of “a decent human being”? 3. How, in the context of intellectual ethical minimalism, does “a decent human being”perceive suffering, wrongs or injustice? 4. What is moral upbringing (of “a decent human being”) in the upbringing environment (school, family, society)?
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The three areas that constitute specific vectors of T. Kotarbiński’s research in the field of philosophy of education are reism, praxeology and ethics. The concept of anthropagogy developed by him on this basis included the theory of effective and efficient action, acting in a real, concrete world with a clearly defined ethical model of a mature man. Anthropagogy for Kotarbiński was a way out of the traditional mode of education, usually narrowed down to a small age group and typical educational institutions, such as family, school and church. His anthropagogical ideas led him to oppose the past but historically long-standing tendency in our culture of encyclopedic education. He also wanted to pursue the classical, ancient ideal of education through art when he was creating his poetry. The philosophy of education that Kotarbiński propagated in his anthropagogy was heading in a diffrent direction than realizing any social ideology. His first concept was that of a reliable guardian, who could be any man building any social system. This was possible due to the specificity of his independent ethics, which included three areas that were of particular interest to Kotarbiński and that deepened the understanding of anthropagogy. These were: felicitology, praxeology and proper ethics, which he understood to be reflection on decent life. The philosophical foundation of anthropagogy consisted of, among others, atheism, materialistic ontology, determinism, analysis of principles of social development, understanding of history.
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The book discusses Polish philosophical pedagogy against the European background. It examines the work of Tadeusz Kotarbiński and the figure of a docile tutor. The publication concentrates not only on examining the past, but also on diagnosing the present state of Polish philosophical pedagogy and its formative influence on contemporary education. It also looks into the future in order to make possible prognoses.
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This paper aims to outline the way in which bibliotherapy could be used during philosophical counselling sessions in order to address the problem of evil from a secular point of view. It touches upon some of the most important features of philosophical counselling, drawing a brief parallel with psychiatry and psychology, respectively, as well as referring to the therapeutic and pedagogical dimensions of philosophical counselling. The book chosen for bibliotherapy is Pierre-Henri Castel’s “Pervers, a Conceptual Analysis, suivi de Sade à Rome” [Pervers, a Conceptual Analysis, Followed by Sade in Rome].
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At every moment of time, a single context becomes real. Therefore, every moment splits the class of all contexts into two parts, the realized ones until that moment and the contexts that are not yet realized. The first part represents the past at a certain moment. A proposition is necessarily true at a given moment if it is a consequence of the past. From this definition of necessity it follows that the modal values of propositions depend on time, namely, the modal value of a proposition can be different at two given moments. For instance, there are propositions so that they are possibly true at a moment and become impossibly true later.
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From Descartes until now, coordinates have played a useful and crucial role in combining the geometry as developed by the Greeks with the Analysis that began to be developed at the time. However, it is now obsolete to use coordinates when dealing with conceptual issues and more efficient to use more sophisticated mathematical tools. In the paper there is shown how to afford a mathematical physical problems without the use of coordinates.
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This paper focuses on the various ways in which astronomers in early modern period viewed the progress of astronomy Some of the Renaissance astronomers and scholars thought that it is necessary to find and restore ancient astronomy which had been given by God to the first humans. Gradually, however, among astronomers and the early historians of mathematical sciences the view prevailed that the true astronomy is not hidden in the past of the human race, but awaits humanity in the future as a result of long–term, international and trans–generational cooperation.
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Human endeavors can be understood at the levels of evaluating what is good (values identification) and judging what is right (norms identification). These ethical considerations ideally find expression by becoming embedded in daily activity, with the ideal often buttressed by formal laws and regulations. Commitments to a strategy of sustainable management remain principally an ethical (rather than a regulatory) issue and are addressed primarily by non-governmental organizations (NGOs) rather than states. The United Nations’ 17 Sustainable Development Goals (SDGs) offer a blueprint for a more sustainable future. Faced with the consequences of climate change, natural disasters, environmental degradation, armed conflicts, and mass migration, NGOs’ commitments to the SDGs may be expressed in their engagement with meeting the immediate basic needs of present generations (e.g., for clean air, clean water, food, clothing, and shelter) and by humanitarian or developmental actions (which are part and parcel of sustainability development strategy and its implementation). In the present paper, I will offer a preliminary exploration of the question, to what extent do NGOs’ ethical commitments encompass strategy-led sustainable development capable of contributing to improving the likelihood of survival of a vulnerable population?
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