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Wyświetlanie 1-5 z 5
Tytuł:
Problem prawdy w dziele sztuki
The problem of truth in the work of art
Autorzy:
Chudy, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2015953.pdf
Data publikacji:
2002
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
estetyka
epistemologia
wartość
prawda
aesthetics
epistemology
value
truth
Opis:
The text aims at considering from various points of view the presence of the value of truth in the work of art. The first step is a phenomenological analysis of epistemological, ontological and aesthetic phenomena connected with perception of the work of art. Its conclusion is the statement that truth belongs to the characteristics of both creation (contents, structure) and reception (cognition of various aspects) of the work. The very fact that the aesthetic value of the object claiming to be beautiful can be discussed proves the presence of the object on the rational-veritable plane. The next aspect undertaken in the article is concerned with the epistemological and methodological criticism of the view (represented here by R. Ingarden) that there is a radical difference between the objective domains of science and art. An attempt is made to show that the view is rooted rather in ideologically understood scientism and neo-positivism than in a realistic conception of cognition through art. In a completely realistic attitude the borderline between 'what is rationally cognised' and 'what is beautiful' (the sphere of quasi in Ingarden's meaning) is not an absolute borderline. The domain of the work of art also contains cognitive elements, often existentially and morally essential for man's life. As it appears, a similar position can be found in G. B. Vico's texts that proclaim the unity of poetic and metaphysical perspective in ancient beginnings of anthropological thought about the human world. Nowadays a methodological tendency is observed on the philosophical plane that allows joining the veritable and aesthetic aspects, and hence exploring the objective domain of art in the cognitive aspect. This is expressed today, among others, in the increase of the significance of art in social, cultural and scientific life.
Źródło:
Roczniki Filozoficzne; 2002, 50, 1; 45-71
0035-7685
Pojawia się w:
Roczniki Filozoficzne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Etos pedagoga
The Educators Ethos and the Dancer of Its Distortion
Autorzy:
Chudy, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1857154.pdf
Data publikacji:
2004
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
wychowanie
kłamstwo
manipulacja
prawda
nauczyciel
wychowawca
historia
autorytet
education
lie
manipulation
truth
teacher
pedagogue
history
authority
Opis:
The aim of the article is to define the act and process of education that is authentic and not exposed to manipulation, as well as to point to the areas of educational activity (of the teacher and educator) that are often deformed by distorting the pedagogical ethos. After making a distinction between the phenomena of education and manipulation the conditions are defined for educational activity, that is safely separated from activity whose aim is manipulation. Next the most important transgressions of the educator's ethos are presented. The most general of them are the following: ideological imposition on the pupil of the one and only idea of the reality, issuing from the educator's authority; and the lie that is the opposite of this – making all the truth about the reality relative. One may defend himself against such distortions of the ethos by making the pupil realize his responsibility for any truth he himself recognizes. Particular lies in the relation educator-pupil are the following: indoctrinating or flattering the pupil, imposing the rule of conformism on him, using him, underestimating the mission of the profession or vocation of the educator, and finally, corruption that consists in deriving material profits from being lenient towards the pupil. A separate chapter is devoted to lies told by the history teacher – who especially severely infringes the ethos of the educator of society. The main mechanisms are presented that are used by the historian for lying, and the means of defense are pointed to that boil down to making sure the data and assessments are objective. The last part of the article is devoted to the role of the educator's authority. False authority (several types are mentioned that have different sources) is differentiated from personal authority whose power comes from referring it to an absolute value (the truth or God).
Źródło:
Roczniki Nauk Społecznych; 2003, 31, 2; 5-20
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podstawy filozoficzne pedagogii samowychowania
The Philosophical Foundations of the Pedagogy of Self-Formation
Autorzy:
Chudy, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1849010.pdf
Data publikacji:
2020-05-12
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
wychowanie
samowychowanie
podstawy filozoficzne pedagogiki
osoba
byt ludzki
etyka
godność
miłość
formation
self-formation
philosophical foundations of pedagogy
person
human being
ethics
dignity
love
Opis:
The text is supposed to show from various points of view the philosophical foundations of pedagogy. In its classical form it combines the points of view from the metaphysics of the person and ethics. These aspects complement each other, as the human person cannot be understood without his dimensions: being and development (becoming). The metaphysical foundations of formation determine the human being. On the part of metaphysics, human formation relies on the value of ontic contingence, hence the sense of human becoming as a person is expressed by the fact that man is person, a constant and unchanging structure, and is changing at the same time as person. The personal dimensions of formation indicate that man should be developed in his overall integrity, that is in the following dimensions: physical, psychical, and moral. The educator, as ontically more actualised, is endowed with a vocation to help his disciple in becoming himself. Formative work is an effort invested on behalf of self-formation. Love plays the most essential role in the ontic-moral process of the person's fulfilment. Formation and self-formation make up a pedagogical unity. Self-formation in the external sense complements self-formation in the internal sense. Any, even the best formative measures, will turn out ineffective if there is no readiness in the disciples for self-formation. This tendency is manifested today by the importance of independence and self-formation in social, cultural, and scientific life.
Źródło:
Roczniki Nauk Społecznych; 2007, 35, 2; 19-30
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Filozofia wychowania do prawdy
The Philosophy of Formation for Truth
Autorzy:
Chudy, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1853723.pdf
Data publikacji:
2005
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
prawda
kłamstwo
wychowanie
samowychowanie
przebaczenie
świadectwo
krytycyzm
truth
lie
education (formation)
self-formation
forgiveness
testimony
criticism
Opis:
The paper deals with a normative characterisation of education and, to be more precise, with the problems, values, and modes of forming for the principal cognitive value, which is truth. In its aspect of formation for truth, education reveals two dimensions: negative and positive. The negative aspect stresses in the formative process the unmasking of lies and opposition to this main deformation of appropriate formation. The paper addresses also such aspects as the attitude of the liar (e.g. confession and contrition), the aspect of forgiveness and reparation, both in its social and anthropological-theological dimension. The more important dimension in formation is the positive dimension. It consists in establishing a truthful relationship between the educator and the pupil. It is especially important in the formative process to lay stress on the critical awareness of the pupil and the sapiental domain of truth, to which the educator should direct his or her pupil. If one of this spheres of activity is missing, or there is no testimony, the relationship between the educator and the truth may be deformed. The paper comes to a close with some remarks on self-formation, which is the key dimension of man's formation. Education and educators seek not so much to inform or form the other person, but to show, lead, and make present to their pupil the most essential values for the personal life.
Źródło:
Roczniki Nauk Społecznych; 2005, 33, 2; 5-13
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-5 z 5

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