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    Wyświetlanie 1-6 z 6
    Tytuł:
    Pięć koncepcji dialogu
    Autorzy:
    Tadeusz, Gadacz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892489.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    dialogue
    communication
    understanding
    hermeneutics
    Opis:
    Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 75-91
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pięć koncepcji dialogu
    Autorzy:
    Gadacz, Tadeusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1789836.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    dialogue
    communication
    understanding
    hermeneutics
    Opis:
    Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 75-91
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki
    Autorzy:
    Maria, Reut,
    Powiązania:
    https://bibliotekanauki.pl/articles/892409.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy
    pedagogy
    hermeneutics
    understanding
    ethics
    Opis:
    The article analyses chosen extracts from the debate about philosophical qualities of pedagogical thinking. It presents the possibility of ethical reflection inspired by contemporary hermeneutical philosophy. This hermeneutical perspective comprehends understanding not only as one of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma, dramatic quality and openness of pedagogical activity are underlined, as well as the impossibility of boiling down the justifications of that activity to the sphere of applications of theories. It indicates that hermeneutics opened (pedagogical) thinking towards such perspective on the relationship between the external order and duty and action, which frees from both: the dichotomy of romantic release versus passive subjection, as well as from the dilemma of the rational emancipation versus conditioned consent to surrender. It does not, however, give an external solution and does not diminish the importance of choice. It emphasises the individual character of moral choice and the importance of freedom and at the same time does not leave the man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is not an abandoned, lonely subject.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 34-44
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie
    Autorzy:
    Małgorzata, Karwowska-Struczyk,
    Powiązania:
    https://bibliotekanauki.pl/articles/892623.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    preschool education
    young child
    play
    social understanding
    socio-emotional selfregulation
    Opis:
    Despite many years of debate in psychology and education on the significant role of play in cognitive and socio-emotional development of children, educational policy and practice do not always positively react to their formulated postulates, and the role of play has been permanently marginalised. The text, based on literature review and several research findings, raises many important issues concerning the role of play in the development of the social understanding and self-regulation in young children.
    Źródło:
    Kwartalnik Pedagogiczny; 2016, 61(4 (242)); 197-220
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wydobyte z ciszy – dziecięce narracje o świecie. Polsko-ukraińskie studium porównawcze
    Autorzy:
    Agnieszka, Nowak-Łojewska,
    Wojciech, Siegień,
    Powiązania:
    https://bibliotekanauki.pl/articles/892062.pdf
    Data publikacji:
    2019-04-25
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    children’s understanding of the world
    children’s narration
    comparative study
    Opis:
    Brought out of silence is a category used by Smolińska-Theiss to present children’s narrations and dialogues about their everyday matters. They take the form of letters to God, to presidents, albums with children’s drawings, photos, children’s films, graffiti, posts and comments. Originally, they date back to Korczak’s studies. Our text is also an act of letting children speak and appreciating their comments and opinions. It is concerned with children’s understanding of the world. Defining the meaning of life by children is the key category here. We called it “a comparative study” due to the fact that we will present utterances by both Polish and Ukrainian children as the category “a meaning of life” may be interpreted differently in various cultural, political or social contexts. The research carried out both in Poland and abroad indicates that a child is a competent unit capable of making logical utterances with the content which shows deep understanding of the world. This text is based on the following theoretical studies: – thinking about a child originating in a postmodernist childhood paradigm as well as psychological constructivism; – the analysis of research material has been based on Judith Butler’s theory – Frames of War.
    Źródło:
    Kwartalnik Pedagogiczny; 2018, 63(4(250)); 245-262
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pytanie o aktualność Humboldtowskiej idei uniwersytetu z perspektywy współczesnych zadań humanistyki
    Autorzy:
    Wojciech, Hanuszkiewicz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892651.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    Humboldt
    Dilthey
    Weber
    Bildung
    creativity of action
    understanding
    lifeworld
    lifelong learning
    Opis:
    The article takes up an issue of the Humboldt’s idea of university in two perspectives. In the first part of the analysis, in reference to the Max Weber’s lecture Wissenschaft als Beruf, we present the reasons for the failure of the Humboldt’s program due to the changes in the structure and function of the science, which occurred in the 19th century. In the second part, however, we depict the transformation of Humboldt’s program that was carried out by Wilhelm Dilthey. His justifying of humanities (Geisteswissenschaften) has retained, from today’s perspective, its topicality. It can be demonstrated with the aid of investigations of Jürgen Habermas, Eva Illouz and Hans Joas. Dilthey’s solutions, which continue the Humboldtian tradition, can be used to define the role and tasks of the humanities in the contemporary education model based on the idea of lifelong learning.
    Źródło:
    Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 63-77
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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