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    Wyświetlanie 1-7 z 7
    Tytuł:
    Bezpieczeństwo jako podstawowy element realizacji utopii edukacyjnych XIX i XX wieku
    Autorzy:
    Futyma, Sławomir
    Powiązania:
    https://bibliotekanauki.pl/articles/951767.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    utopia
    education
    sociology of education
    philosophy of education
    Opis:
    This reflection is associated with unquestionable power of utopia in education. Education has always been associated with the implementation of social utopia. The intensity of this activity can be observed especially in the nineteenth and twentieth centuries. With utopia, education systems may take into account future scenarios, risk, and to disseminate the truth that knowledge and early solution to the problems is a prerequisite for social security.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 125-136
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Liberalizm w edukacji
    Liberalism in Education
    Autorzy:
    Karoń, Aleksandra Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/2194683.pdf
    Data publikacji:
    2022-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    liberalism
    philosophy of education
    ideologies
    history of liberalism
    Opis:
    The contemporary message of some media associates broadly understood liberalism with the pejoratively interpreted slogan “do whatever you want”. Common understanding of liberalism as, very generally speaking, libertarian views, also tends to be juxtaposed with an almost anarchist view of the world. The purpose of this text is to reflect on how liberalism can be understood (and whether there is one way to define it) and how a liberal thought influences education. Can it shape education? If so, how? The liberal tradition is not only rich and diverse (it is impossible to talk about one liberalism with a capital “L”, or rather liberalisms of specific countries), but also has a significant impact on the way of thinking about the world in its various dimensions. The text provides an overview of the main tenets of liberalism along with their historical outline. The discussion about the main ideas of liberalism serves to organize a series of, sometimes contradictory, information about it. The background outlined in this way allows us to focus on the issue of liberalism in education, while posing a number of problematic, remaining open, questions about the essence of education or the role of school in the neoliberal perspective. The entanglement of science in ideologies is also shown, an example of which is mathematics, the subject defined in accordance with the adopted philosophical or even political perspective. The overview character of the text is intertwined with questions on the border of the philosophy of education and the history of political thought, which is a good introduction to further deepening the knowledge in both these areas.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 249-258
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What is the philosophy of education needed in the XXI century?
    Autorzy:
    Krawczyńska-Zaucha, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2194794.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy of education
    educate to unknown
    digitization
    global teenagers
    VUCA world
    Opis:
    The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2020, 18, 2; 467-478
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jakiej filozofii potrzebuje edukacja w świecie XXI wieku?
    What is the philosophy of education needed in the XXI century?
    Autorzy:
    Krawczyńska-Zaucha, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2194795.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy of education
    educate to unknown
    digitization
    global teenagers
    VUCA world
    Opis:
    The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2020, 18, 2; 455-466
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education
    Autorzy:
    Honcharenko, Olha
    Powiązania:
    https://bibliotekanauki.pl/articles/951783.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Aristotle
    Franz Brentan
    Kazimierz Twardowski
    Yakym Yarema
    educational discourse
    philosophy of education
    Opis:
    In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 313-327
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Notes on liberal (arts) education discourse
    Autorzy:
    Kontowski, Daniel
    Powiązania:
    https://bibliotekanauki.pl/articles/951780.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    liberal arts
    liberal arts and sciences
    liberal education
    critical discourse analysis
    philosophy of education
    general education
    neoliberalism
    Opis:
    The following essay discusses liberal (arts) education from critical discourse analysis perspective. After a historical and philosophical introduction, three examples of liberal education discourse are discussed: 1) ‘liberal arts’ vs. ‘liberal education’, 2) ‘liberal arts’ and ‘neoliberal arts’ and 3) descriptions of liberal education at Wagner College in 1970 and 2013. The article concludes with a general reflection on liberal education in the current educational landscape and a tentative agenda for using the critical discourse analysis toolbox in further studies.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 345-360
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „14 bajek z królestwa Lailonii Leszka Kołakowskiego” w praktyce edukacyjnej
    [„14 Tales from the Kingdom of Lailonia by Leszek Kołakowski” in Educational. Practice
    Autorzy:
    Zamojski, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/951787.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Leszek Kołakowski
    animated film
    education of philosophy
    film adaptation
    intersemiotic translation
    Opis:
    14 Tales from the Kingdom of Lailonia by Leszek Kołakowski is a series of animated films. The author of the publication is the originator of the adaptation and the script writer. The text focuses on the author’s use of the films in the teaching of philosophy and aesthetics at the University of Medical Science in Poznań and in the promotion of philosophy via institutions of science and culture. On the one hand, the films provide some general knowledge about philosophy, as when writing the scripts the author was inspired by notions and figures from the history of philosophy, suggesting their use in the imagery used in the films. On the other hand, the films disseminate knowledge about the philosophy of Leszek Kołakowski, e.g. by a comparative analysis of the films and their literary bases and the philosophical texts by the author of Tales from the Kingdom of Lailonia. They have also been used in inter-cultural dialogue (e.g. in Tokyo, in a program accompanying the Polish Presidency in the European Union). Other teaching measures include the author’s published texts concerning various aspects of this adaptation.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2016, 9, 1; 57-67
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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