Temat: Pragmatism - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION
Autorzy:: Synytsia, Andrii
Powiązania:: https://bibliotekanauki.pl/articles/628079.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: philosophy of education
Wittgenstein’s pedagogical method
pragmatism
Opis:: Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 39-51
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: A place for pragmatism in the current educational system in Poland in comparison to the American system of education
Autorzy:: Czujko, Ewelina
Powiązania:: https://bibliotekanauki.pl/articles/628329.pdf
Data publikacji:: 2013
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: pragmatism, John Dewey, self-development, transmission, progressive schools
Opis:: Nowadays, when schools are closing and teachers are made redundant, a question arises whether the current educational system and the teaching methods or the knowledge and skills which people leave school with are adequate. Now, as never before, students and em-ployers realize how important practical skills are in the labor market. Where are schools and universities in meeting this need? Do schools answer the natural needs people have for self--development? Does the educational system stimulate development of individuals interests? Unfortunately, I think the answer to a lot of these questions would be negative. Yet, if so, it is time we fi nd a way to offer something more, not only to young people, but also to adults who want to explore the area of their interests by taking the trouble to obtain further degrees. One of the solutions to the urgent needs for the educational system is a pragmatic approach towards learning and teaching.
Źródło:: Journal of Education Culture and Society; 2013, 4, 1; 283-288
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: MODERN PERSPECTIVE
Autorzy:: Synytsia, Andrii
Powiązania:: https://bibliotekanauki.pl/articles/628538.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: philosophy of education;
democratic values;
Dewey’s pragmatism;
Opis:: Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy. Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied. Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society. Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values. Key words: philosophy of education, democratic values, Dewey’s pragmatism
Źródło:: Journal of Education Culture and Society; 2020, 11, 1; 30-41
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Versions of Pragmatic Liberalism: from Rorty back to Dewey
Autorzy:: Dubniak, Zlatyslav
Powiązania:: https://bibliotekanauki.pl/articles/1878393.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: philosophy of pragmatism
Richard Rorty
John Dewey
historicism
naturalism
liberalism
Opis:: Aim. The aim of this study is to analyze and evaluate two versions of the theory of liberalism which emerged within the philosophical tradition of pragmatism: Richard Rorty’s “ironic liberalism” and John Dewey’s “renascent liberalism”. Methods. The study is based on: 1) comparative analysis, which shows the differences and points of contact between Dewey’s classical pragmatism and Rorty’s neo-pragmatism, in particular, between different versions of their liberal theories; 2) critical analysis, which made it possible to identify the shortcomings and advantages in the arguments of the above-mentioned philosophers. Results. The author analyzed Rorty’s and Dewey’s theories of liberalism in relation to their theories of reality, human specificity, and ethics. In this way, the specific liberal views of these American philosophers on such issues as the relationship between private and public, the main goals of politics, and the values of the social order were explicated. It allowed offering a thorough critique of Rorty’s “ironic liberalism”, and supporting of Dewey’s “renascent liberalism”. Conclusion. While Dewey saw the mission of liberalism in enabling individuals to improve their experience, Rorty insisted on the need for a liberal policy of providing the basic conditions for individual self-creation. The main disadvantage of Rorty’s neo-pragmatism, and, in particular, “ironic liberalism”, was the exclusion from the philosophy of the modifying tools of human behavior, which were expressed by the concepts of “good” or “virtue”, in Dewey’s “renascent liberalism”. This circumstance necessitates a return from Rorty back to Dewey in the discussions on pragmatic liberalism. Key words: philosophy of pragmatism, Richard Rorty, John Dewey, historicism, naturalism, liberalism.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 15-30
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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