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    Wyświetlanie 1-3 z 3
    Tytuł:
    Moralia wychowawcze (w) Myśli Lucjusza Anneusza Seneki – „O 13. sprawach”
    Moralia of Upbringing in Lucius Annaeus Seneca’s Ideas – “On 13 Issues”
    Autorzy:
    Wojnowski, Kazimierz
    Powiązania:
    https://bibliotekanauki.pl/articles/15826863.pdf
    Data publikacji:
    2021-10-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral axiology
    pragmatic values
    moral virtues
    moral values of education
    upbringing
    Opis:
    The moral views of Lucius Annaeus Seneca express the pragmatic axiology of education which aimed to bring up a Roman citizen, a law-abiding person who followed common sense and an ethical code. At the same time, that citizen was aware of the public good and his self-esteem. These views of Seneca express a stoic concept of the human being’s autonomy. These views have been instrumental in defining the pedagogic ideas and are still significant for contemporary axiology of upbringing. Seneca’s moralia include axiology for education, which focuses on bringing up a human who is wise, reasonable, responsible, and efficient. This axiology is timeless.
    Źródło:
    Studia Edukacyjne; 2021, 62; 147-167
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Moral Competence and Foundations of Moral Judgment. An Empirical Exploration of Concepts and New Possibilities for Understanding
    Autorzy:
    Popoveniuc, Bogdan
    Powiązania:
    https://bibliotekanauki.pl/articles/1373884.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    moral judgment
    moral intuitions
    moral orientations
    axiology
    Opis:
    The present study examines the relation between the moral intuitions proposed by the ‘Moral Foundations Theory’ according to J. Haidt and the moral orientations in relation with moral competence, as described by the ‘Dual-Aspect Model of Moral Behaviour’ according to G. Lind. It is an empirical exploration of the relation between the five foundational domains (and/or the corresponding two higher-order clusters) and the moral orientations, as this results from the theoretical assumptions of both theories, and the influence on and of the moral competence on these aforementioned relations. The shared affective and, at the same time, habitual characteristics of moral intuitions and moral orientations, although based on different theories (intuitionism, respectively, cognitivism) should converge in a dynamic relationship. The basic motivation is the need to overcome the affective-cognitive disjunction in the study of moral judgment, which is artificial. The human (moral) reasoning is always a situated and situating one, in a symbolic narrative universe, in which the cognitive-affective dichotomy forms a dynamic unity. This overstated dichotomy is only a methodological necessity, but unfortunately hypostasized in an explanatory mechanism that leads to the impermissible simplification of the phenomenon that it seeks to understand. The empirical results confirm the limits of both cognitive and intuitions paradigms and advocates for a more nuanced and dynamic approach in understanding the moral judgment within a more comprehensive conception on human personality. Finally, the implications for the contemporary psychology’ paradigm are discussed.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 39-58
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Aksjologia normatywna przykazań judaizmu Tarjag micwot – niektóre aspekty (do) nauczania i wychowania
    Normative Axiology of the 613 Commandments of the Judaism (Tarjag micwot) – Selected Aspects to Teach and Raise
    Autorzy:
    Wojnowski, Kazimierz
    Powiązania:
    https://bibliotekanauki.pl/articles/1070900.pdf
    Data publikacji:
    2020-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    normative axiology
    moral values
    social norms
    Judaism
    Jewish education
    Opis:
    Jewish education is based on normative axiology tarjag micwot which include ethical values and fundamental social norms, including legal values. Historically and contemporary teaching in Judaism is grounded on the values included in 613 commandments of the Jewish moral and legal axiology. The values comprised in commandments of the Judaism were borrowed from the Christian axiology, however some of them were adopted in Islam. Contemporary many values stemming from Jewish commandments appear in non-religion axiology. In order to develop knowledge, skill and competences nthese values are still relevant.
    Źródło:
    Studia Edukacyjne; 2020, 57; 161-176
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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