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    Wyświetlanie 1-4 z 4
    Tytuł:
    Uniwersytet w czasach marnych
    Autorzy:
    Tadeusz, Gadacz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892144.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    university
    education
    humanitarianism
    wisdom
    Opis:
    In the article I show the link between the crisis of the contemporary university and the crisis of the European humanity. It is expressed by an imbalance between the material and the spiritual dimensions of life and the domination of the hedonic, utilitarian and vital value above the aesthetic, moral and intellectual values. However, in science it is expressed in the shaping for the 19th century domination of science over the humanities. Its effect is to displace the theory in Greek meaning, understood as the admiration for the truth, goodness and beauty, by the theory understood as a useful scientific hypothesis. Crowding out of education, understood as the acquisition of human competency, through the education understood as equipping entities of the work in practical competence. In the article I put a postulate that the university should again become a space of free thought, independent of the pressures of politics and the economy. It should free itself from the bureaucratic yoke and regain the confidence to be able to give a full, universal education.
    Źródło:
    Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 35-47
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy
    Autorzy:
    Tomasz, Leś,
    Powiązania:
    https://bibliotekanauki.pl/articles/892612.pdf
    Data publikacji:
    2018-04-30
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    wisdom
    educational aims
    philosophy of education
    Opis:
    Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.
    Źródło:
    Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 48-68
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”
    Autorzy:
    Dominika, Depta-Marel,
    Powiązania:
    https://bibliotekanauki.pl/articles/891996.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    question
    wisdom
    critical thinking
    progress
    Opis:
    In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”
    Autorzy:
    Depta-Marel, Dominika
    Powiązania:
    https://bibliotekanauki.pl/articles/1789852.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    question
    wisdom
    critical thinking
    progress
    Opis:
    In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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