Autor: Walczak, Paweł - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Filozofia wychowania jako filozofia
Philosophy of education as philosophy
Autorzy:: Walczak, Paweł
Powiązania:: https://bibliotekanauki.pl/articles/950162.pdf
Data publikacji:: 2013-06-16
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: philosophy of education
pedagogy
theory
practice
wisdom
love
Opis:: In the article the Author analyzes different ways of understanding and practicing the philosophy of education. This analysis leads to the conclusion that methodological status of philosophy of education is indefinite, and this is an important issue that should be considered. The Author proposes to distinguish the pedagogical philosophy of education from the philosophy of education as a philosophy in the strict sense. The purpose of pedagogical reflection is to improve the process of education. The goal of philosophy is to understand the nature and essence of education, therefore it is a purely theoretical purpose. The Author refers to the classical approach of philosophy being love of wisdom, according to which the philosophy is a disinterested contemplation of truth.
Źródło:: Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 186-198
2299-1875
Pojawia się w:: Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Dziecko i filozofia. Spór o filozofowanie dzieci
Child and Philosophy. The Controversy About the Child’s Philosophizing
Autorzy:: Walczak, Paweł
Powiązania:: https://bibliotekanauki.pl/articles/1622008.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:: metaphilosophy
philosophy of education
child’s philosophizing
childhood
developmental psychology
Opis:: The answer to the question of child’s philosophizing requires the prior decisions on fundamental issues in areas such as metaphilosophy, epistemology, psychology and pedagogy. The position in the dispute over a child’s philosophy is usually the consequence of adopting a certain attitude towards issues related to understanding the nature of philosophy itself, what childhood is, how human cognitive competences develop, and what the education is and what it should be. Supporters of child’s philosophizing probably have different definition of the philosophy, they also have another vision of child’s cognitive development than philosophers who are skeptical towards philosophy practiced by children. In this paper I will attempt to order the arguments of supporters and skeptics of child’s philosophizing, stressing the importance of various authors’ positions on issues which are substantial for the problem of child’s philosophizing. A special role in this dispute plays criticism of Piaget’s theory of development of cognitive competences. According to critics of Piaget, he is focused on constructing a model of development and does not notice the phenomenon of child’s philosophizing. Children are in the wrong at any stage of development. But their mental constructions are essentially brilliant philosophical problematizing of the world.
Źródło:: Analiza i Egzystencja; 2017, 38; 5-19
1734-9923
2300-7621
Pojawia się w:: Analiza i Egzystencja
Dostawca treści:: Biblioteka Nauki

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