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Wyszukujesz frazę "inquiry" wg kryterium: Temat


Wyświetlanie 1-4 z 4
Tytuł:
The Relevance of the Idea of “Community of Inquiry” to Contemporary Ethics. In memory of Matthew Lipman (†2010)
Autorzy:
Tibaldeo, Roberto Franzini
Powiązania:
https://bibliotekanauki.pl/articles/781506.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
ethics
contemporary ethics
philosophy
morality
community
community of inquiry
Opis:
Problematic and complex aspects of democratic life ? such as the teaching of the concept of civil liberties, the spreading of responsible participation and pluralistic dialogue, the mutual understanding of different cultures and individuals, and the fulfilment of a common civil life based upon shared rules, procedures, and reasonable dialogue ? are not yet solved and certainly need to be frequently revisited and reviewed
Źródło:
Ethics in Progress; 2011, 2, 1; 17-23
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Philosophy for Communites al Liceo “Govone” di Mondovì (Italy)
Autorzy:
Bevilacqua, Silvia
Casarin, Pierpaolo
Powiązania:
https://bibliotekanauki.pl/articles/781392.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
post philosophy for children/communities
practices
thinking
inquiry
in-between
Opis:
In this contribution we shall focus on the project of philosophy for communities carried out at the Liceo “Vasco-Beccaria-Govone” (Mondovì , Italy) within the IX edition (2016) of the CeSPeC Summer School on Futures, imagining the world of tomorrow. Philosophy is understood as a practice, an experience, a creation of concepts, an inquiry, as an exercise of argumentation and research. Thanks to this view, a dialogue has opened up with the pupis of this school. In this contribution we present the perspective of a post-philosophy for children and we understand it as an opportunity for philosophy in itself.
Źródło:
Ethics in Progress; 2017, 8, 1; 252-262
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“How Much Truth Can a Spirit Dare?” Nietzsche’s “Ethical” Truth Theory as an Epistemic Background for Philosophizing with Children
Autorzy:
Marsal, Eva
Powiązania:
https://bibliotekanauki.pl/articles/781335.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Philosophizing
Nietzsche
truth
value
pathos
morality
reason
dialogue
inquiry
Opis:
Philosophizing, according to E. Martens, can be seen as an elemental cultural technology, like arithmetic or writing, which both can and should be acquired in childhood. Martens is proposing here an understanding of philosophy that attributes value not only to the content canon, but also to the process itself, as Wittgenstein, for one, also did when he stated in the Tractatus Logico-Philosophicus, “Philosophy is not a doctrine, but an activity.” For Socrates, this activity consisted in “giving an account of ourselves, our knowledge, our way of life.” In Nietzsche’s view, the precondition for this kind of accounting is the personal capacity for self-distancing, which allows us to grasp our quite individual primal experiences of emotion, perception, sudden illuminations of insight, and so on, as general concepts and logical structures.
Źródło:
Ethics in Progress; 2011, 2, 2
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism
Autorzy:
Malitowska, Anna
Bonecki, Mateusz
Powiązania:
https://bibliotekanauki.pl/articles/781133.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
common sense
scientific inquiry
critical thinking
theoretical thinking
progressivism
Dewey
pragmatism
informal education
conceptual framework
Opis:
This paper focuses on analysis of relation between pedagogical and epistemological ideas of John Dewey. Our considerations are divided into four sections. (1) We reconstruct Dewey’s conception of culture as a body of normative and regulative common sense beliefs determining human conduct and language use. (2) Further, we compare common sense based inquiry and its scientific mode with regard to their respective conceptual frameworks in order to show that “theoretical-scientific” perspective provides more comprehensive insight into the relations constituting problem situations. (3) We identify informal education with socialization processes and argue that educational process relies on constant reflection on cultural habits. (4) We conclude that competences of using theoretical conceptual frameworks and conducting scientific inquiry play crucial role in Dewey’s educational ideology of progressivism since they provide basic tools for critical reconsideration and revision of common sense beliefs.
Źródło:
Ethics in Progress; 2016, 7, 1; 184-198
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-4 z 4

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