Autor: Paulina, Sosnowska, - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Academic freedom and the ethical value of thinking
Autorzy:: Paulina, Sosnowska,
Powiązania:: https://bibliotekanauki.pl/articles/892212.pdf
Data publikacji:: 2017-08-23
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: academic freedom
liberalism
neoliberalism
economy
thinking
university
moral judgement
Opis:: The purpose of this article is to analyse the changes in the conditions of academic freedom that occurred over the last several decades and to point out the possible ramifications of those changes. Firstly, the author begins by depicting the origins and the meaning of the neohumanistic modern idea of academic freedom and with outlining some of its paradoxes and limitations. Secondly, the classical neohumanistic concept of academic freedom is juxtaposed with new premises of economic neoliberalism, as diagnosed by Michel Foucault. Also the consequences of economic legitimisation of political order for academic freedom are drawn. Ultimately, the author concentrates on the results of economic limitations of freedom for free thinking and its relationship with human moral judgements.
Źródło:: Kwartalnik Pedagogiczny; 2017, 62(2 (244)); 221-230
0023-5938
Pojawia się w:: Kwartalnik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Die Bedeutung der Bildung: Im Gespräch mit Martin Heidegger und Hannah Arendt. Ein Vortrag gehalten am 18.06.2018 an der Universität Augsburg
Autorzy:: Sosnowska, Paulina
Powiązania:: https://bibliotekanauki.pl/articles/437193.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii
Tematy:: Martin Heidegger
Hannah Arendt
education
modernity
university
totalitarianism
Bildung
thinking
politics
public sphere
Opis:: The importance of education: In conversation with Martin Heidegger and Hannah Arendt. The text is a lecture delivered in German at Augsburg University in 2018. Its aim was to share with German colleagues from the Faculty of Philosophy and Social Sciences (including both Philosophy and Education) the research whose effect was the publication of Hannah Arendt and Martin Heidegger. Philosophy, modernity and education (American edition 2019). The thesis of this lecture (and the book) is that Arendt’s answer to Heidegger’s philosophy, intelligible only within the wide context of both thinkers’ struggles with the philosophical tradition of the West, also opens up a new horizon of conceptualizing the relationship between philosophy and education. This enterprise begins with a critical reconstruction of concepts that traditionally connected education to philosophy. Thereafter, it is a development of Arendt’s thesis of the broken thread of tradition, situated in the wider context of Heideggerian philosophy and his entanglement with Nazism, and consequently, it questions the traditional relationship between philosophy and education. In the final parts of this book returns the problem of dialogue between philosophy, thinking, and university education in times whose political and ethical framework is no longer determined by the continuity of tradition, but the caesura of 20th‑century totalitarianism.
Źródło:: ARGUMENT: Biannual Philosophical Journal; 2019, 9, 2; 331-345
2083-6635
2084-1043
Pojawia się w:: ARGUMENT: Biannual Philosophical Journal
Dostawca treści:: Biblioteka Nauki

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