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    Wyświetlanie 1-13 z 13
    Tytuł:
    «Культура и взрыв». Ю.М. Лотман о переходных состояниях в культуре
    “Culture and explosion”. Y.M. Lotman of transition states in culture
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2135334.pdf
    Data publikacji:
    2013
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    culture
    philosophy
    state
    Opis:
    In one of his fundamental works YM Lotman raises a wide range of issues of concern with semiotics. He believes that the main issues describe any semiotic system are, first, it is relevant to the system, to the world that lies beyond, and secondly, the ratio of static to dynamic. The last question could be formulated as follows: how the system while remaining itself, may develop. Both of these issues are among the most fundamental and also the most difficult. Semiotics - the science, which with great clarity reflected some features inherent in any scientific thinking. One of the important features of science is that it is often referring to the seemingly obvious and simple, it reveals the complexity and incomprehensibility. YM Lotman clear idea in his scientific work, that science is not always makes the unknown into the known, often doing the exact opposite. The history of science shows that it is often not aims to give as many as possible. Many of the great thinkers of the past, since at least from Socrates proceeded from the fact that the correct formulation of the question and the correct line of reasoning are often more valuable than ready, even if the correct answers, but not verifiable.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2013, 2(11); 241-260
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tadeusz Czeżowski – obszary filozofowania
    Tadeusz Czeżowski – areas of practising philosophy
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2233282.pdf
    Data publikacji:
    2022-12-22
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    Tadeusz Czeżowski
    filozofia
    nauka
    historia filozofii
    filozofia polska
    Czeżowski
    philosophy
    science
    history of philosophy
    Polish philosophy
    Opis:
    Artykuł przedstawia poglądy Tadeusza Czeżowskiego, który był jednym z najwybitniejszych przedstawicieli szkoły lwowsko-warszawskiej. Sformułował szereg reguł określających sposób postępowania w nauce. Najważniejszym wnioskiem jest stwierdzenie, że także teorie metafizyczne mają określoną strukturę logiczną, czyli są interpretacjami logiki, nic zatem nie stoi na przeszkodzie, by również metafizykę uznać za dziedzinę nauki. Według Czeżowskiego istnieją dwa rodzaje teorii etycznych: etyka empiryczna oraz etyka dedukcyjna. Czeżowski jednak nie podjął próby stworzenia własnego systemu etycznego.
    This article presents the views of Tadeusz Czeżowski, who was one of the most prominent representatives of the Lviv-Warsaw school. He formulated a number of rules defining the rules of conducting science. His most important conclusion is that also metaphysical theories have a specific logical structure, i.e. they are interpretations of logic, therefore there is nothing to prevent metaphysics from also being considered as a branch of science. According to Czeżowski, there are two types of ethical theories: empirical ethics, and deductive ethics. Czeżowski, however, did not attempt to create his own ethical system.
    Źródło:
    Galicja. Studia i materiały; 2022, 8: "Filozofia w Galicji III"; 225-235
    2450-5854
    Pojawia się w:
    Galicja. Studia i materiały
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ю.М. Лотман. Теория текста
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158681.pdf
    Data publikacji:
    2013
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy
    Lotman
    tex
    theory
    Opis:
    Of the variety of language problems of one of the most important is the problem of meaning. On the question, what is the value, you can immediately give an approximate answer, saying that the value it's what the sign says. Such a definition of values is acceptable, provided that we know what the sign, ie definition of value requires a definition of the linguistic sign. Science deals with the study of the value semantics, it is closely related to the study of properties of objects to perform the function of signs, the creation of the general theory of signs in all their manifestations, that is the task of science of semiotics, which is a synthesis of philosophical, linguistic and cultural ideas. The relevance of the study of semiotic concepts due to the special status of the language in the context of the humanities. Semantics and semiotics have a relatively young age in the status of a particular area of scientific knowledge. Its birth can be dated to the beginning of the last century, when they saw the light of the work of Charles Peirce, Charles Morris and F. de Saussure. Along with the increasing interest in the language increases the need for systematization of methodological approaches and understanding of the mosaic view of language, which is difficult to reconstruction and description. Hardly having registered as a scientific discipline, semiotics quickly disintegrated into many private semiotician, where its philosophical content pushed aside.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2013, 2(6); 315-334
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Юрий Михайлович Лотман – человек, мыслитель, педагог
    Yuri Lotman ‒ a man, a thinker, teacher
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2135454.pdf
    Data publikacji:
    2013
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    teacher
    Yuri Lotman
    philosophy
    Opis:
    In the history of Soviet philosophy of science Yuri Lotman has a place because it is a world-class thinker, whose writings and in its content and in its form received recognition as a literary and philosophical communities. As usual in the stencil write articles for the general public, journalists, name YM Lotman needs no introduction. Indeed, a broad post-Soviet space of literary, cultural and educated middle-aged and older few such who would have never heard or seen his name in print. However, that should also be taken as a fact, and the name of the sphere of professional activity Juri Lotman likely know firsthand, having little idea about the main topics of the nature and philosophical and ideological direction of his works. However, educated people and those who have a clear idea about this thinker, probably not quite imagine what is actually was a multiplicity of interests and scientific research Yuri Mikhailovich Lotman.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2013, 1(10); 199-219
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ethical view of manipulation during the school education
    Autorzy:
    Słomski, Wojciech
    Czarnecki, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/2148209.pdf
    Data publikacji:
    2018
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    education
    philosophy
    ethics
    child
    manipulation
    Opis:
    This article discusses how the use of manipulation in education can be ethically justified under certain conditions. An argument is made that the ethical evaluation of manipulation depends firstly on the definition of the concepts of education and manipulation, and secondly, on the level on which the manipulation takes place, that is, on the aims and reasons for why it is used. It is also suggested that the ethical evaluation should refer to education as a global process, which starts in early childhood and ends in early adulthood, rather than to particular stages of education. The observations made in this article allow, to a certain extent, to answer to the accusation that manipulating the children in their own interest is ethically suspicious.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 57-68
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ю.М. Лотмана, cемиосфера в теоретико-методологической концепции
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158732.pdf
    Data publikacji:
    2013
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    cemiosfera
    philosophy
    Y.M. Lotman
    Opis:
    Approach to assessing the scientific activities of Yuri Lotman terms of its relationship to semiotics, should pay attention to the history of the development of ideas about this area of knowledge. The basic principles of semiotics formulated in the nineteenth century, the American philosopher Charles Sanders Peirce. In the twentieth century semiotics took linguistic bias influenced by the ideas of the founder of structural linguistics of Ferdinand de Saussure and the founder of the Danish linguistic structuralism Louis Elmeleva (structural linguistics), and philosophical bias influenced by the ideas of the American philosopher Charles Morris. In 1960-1970, two years formed the school of semiotics. Among the active members of the French school is usually referred Claude Levi-Strauss, Algirdas Greimas, Tzvetan Todorov, Roland Barthes and his apprentice Julia Kristeva. Another school the so-called Tartu-Moscow, which is represented by the names of YM Lotman, ZG Mintz, I.A.Chernova (Tartu), VN Topo, Viacheslav. Ivanov, BA Assumption, II Revzin (Moscow). In Russia, the most comprehensive and consistent development of the idea of structural and semiotic school got in the works of Yuri Lotman (1922-1993). He made an enormous contribution to cultural studies for his research in the field of Russian culture in many of its fields in terms of semiotics. At the same time he is credited with the development of the general theory of self-culture, which Lotman considered as an open system of signs and structures. He believed that this system includes a natural language in addition to many other symbolic systems, including all forms of art. It is important that the culture this "text", there is always a certain "context", and the mechanism that creates an infinite variety of cultural "texts", and long-term collective memory selectively transmitting in time and space of intellectual and emotional information. In this sense, the work is of great importance YM Lotman's "Culture and Explosion" (1992), in which he explored the positions of semiotics distinction between "explosive" socio-cultural processes in Russia, with its controversial dihotolineynoy culture and Western culture, which is characterized by a more gradual and less destructive development.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2013, 1(5); 197-217
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problem kadry nauczycielskiej w nowoczesnej szkole XXI wieku
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2141029.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy
    pedagogy
    creativity
    school
    upbringing
    education
    Opis:
    The modern teacher should think creatively, help students in their independent thinking and action. They should have broad and deep knowledge and extensive skills and competencies. Teachers’ qualifications fall into four basic groups: • above-professional skills – this is the basic knowledge, skills and psychophysical qualities needed to work effectively as a teacher, • general professional qualifications – it is the knowledge, skills and psychophysical characteristics which provide direction in order to complete tasks in a specific area of working as a teacher, • basic professional qualifications – this is – the knowledge, skills and psychophysical features that enable the effective completion of typical professional tasks specific to the teaching profession, • specialist qualifications – specific, less common requirements in the area of knowledge, skills, and psychophysical features that allow the completion of specialized tasks as well as performance of unusual professional functions. The tasks of the teacher, among other things, include: working with gifted and talented children, developing their knowledge and skills, attitudes formulation, teaching and educational work interdiscipline. It is also worth paying attention to the results of research conducted at the University of Texas in the late sixties and seventies, the author of which was Frances Fuller. On the basis of her studies, she developed a characterization of the three phases of professional attitudes of teachers, through which they pass while learning to teach. The first phase is to focus on survival – any teacher who starts his/her job cares mostly only about how to survive. They are concerned about how their interpersonal relations look like, and whether their supervisors and students will like him/her. The second phase is to focus on the actual situation of teaching. It is in this phase that teachers routinely fulfil certain tasks and carry out certain actions. The attention of teachers, and their energy, is transferred on the teaching process itself. The last step is to reach professional maturity, and focus on the pupil. In this phase, teachers try to use more methods and strategies so that their students understand issues presented. Any functions concerned with teacher training should be linked with topdown educational reforms support.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 2(7); 125-135
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Man as a subject among dilemmas and ethical challenges of the present time
    Autorzy:
    Słomski, Wojciech
    Czarnecki, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/2130851.pdf
    Data publikacji:
    2019
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy
    anthropology
    ethics
    moral philosophy
    moral theology
    ethical dilemmas
    ethical challenges
    the present time versus morality
    Opis:
    If we talk about dilemmas and the ethical challenges of the present time, then we suggest simulta- neously that these problems differ in some way from universal ethical questions, important to man in every epoch and in every circumstances, and from these issues which were important in the past or will turn out important in the future, however, at present the general agreement concerning definite decisions prevails. Then it is necessary to identify those special problems of the present time and point out the features due to which they acquire special significance to us.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2019, 1 (32); 117-122
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social responsibility of man as an ethical challenge
    Autorzy:
    Słomski, Wojciech
    Czarnecki, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/2148231.pdf
    Data publikacji:
    2018
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy
    anthropology
    ethics
    moral philosophy
    moral theology
    ethical dilemmas
    ethical challenges
    the present time versus morality
    social responsibility
    Opis:
    If we talk about dilemmas and the ethical challenges of the present time, then we suggest simultaneously that these problems differ in some way from universal ethical questions, important to man in every epoch and in every circumstances, and from these issues which were important in the past or will turn out important in the future, however, at present the general agreement concerning definite decisions prevails. Then it is necessary to identify those special problems of the present time and point out the features due to which they acquire special significance to us. However, presenting the matter in such a way does not seem fully justified, because the times in which we live differ in many regards from all mankind has ever experienced. The development of science and technology and increasing possibility of activities resulting from them, and also a level of complexity of relations linking the acting subject with other different subjects and the external world, caused that also ethical problems have taken on a whole new dimension. The issues which in the beginning of the XXth century were considered as minor or banal (e.g. the problem of man’s influence on the environment) became the key ethical questions in the course of several decades stirring up deep divisions not only among ethicists, but also in the whole society. In majority, they are however practical problems connected with certain general philosophical theories, such as abortion, euthanasia or medical experiments. In the last years they grew almost into symbols, and the way of their deciding shows a general ideological attitude, and even allows to define political views.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 253-259
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Współczesne poglądy na problematykę wychowania
    Present views concerning upbringing issues
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/501507.pdf
    Data publikacji:
    2012
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy of upbringing
    upbringing
    education
    contemporary education
    values
    Opis:
    Norms and social values find their support in authority. They result from it in a certain way. They exist and are conveyed by its mediation. Equally crucial is the after-effect of the education process - its style, parental attitudes, emotional relationships between adults and children. The above mentioned deliberations depict the complexity of upbringing issues. Is there one proper recipe for upbringing? With certainty not, though one can point out several principles which are helpful in this process. They are as follows: - “never impose your views or convictions by force, - express maximum possible acknowledgement for convictions and views of a child, - never insist on your view (…) make an assumption that “I can make a mistake, but he can be right”, - beam with warmth, love, attentiveness, joy as much as possible - let a child feel distinctly that he is being loved and that everything is for his sake. Actions speak louder than words, - treat your child as gently as the pupil of the eye, - do not treat your remarks for too valuable and your methods for ideal without fault”.
    Źródło:
    Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2012, 1(9); 157-164
    1898-0171
    Pojawia się w:
    Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metody w szkole XXI wieku
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158572.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy of education and upbringing
    teaching
    methodology
    the XXIst century school
    axiology
    Opis:
    Openness to new technologies and an ability to use them efficiently is a feature of the modern education. They often say about elevating efficiency of education through preparation of the youth to independent gaining and broadening their knowledge. It is necessary, however, to underline, in the light of presented threats, that it should be a critical selection of information which is found in the various kinds of sources. The present socioeconomical situation of the world creates new educational challenges. Using information and communication technologies in our country becomes widespread, first of all, thanks to schools and young generations. The youth belong to the largest group of the computer and Internet users. School has already been criticized for many years mainly for this that using coercion against pupils plays an essential role in it. Criticism also concerns the education of the ‘theoretical man’. Such an approach resulting from that school in reality does not lead to the pupil’s development because only learning resulting from the internal need can lead to it.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 2(2); 121-139
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola instytucji szkoły w XXI wieku
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158551.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy of education and upbringing
    teaching
    methodology
    school of the XXIst century
    axiology
    Opis:
    Pupils’ cognitive activities condition their intellectual, emotional and volitional development. In this context the process of teaching is not only dry passing on knowledge, but also creation of sensitivity to beauty, as in art or nature, formation of assessment skills of aesthetical and moral values of literary works, development of patriotic feelings, inculcating democratic principles and norms of co-existence. It is closely connected with tasks and functions of intellectual upbringing. Due to it the process of teaching cannot be divided into ‘parts’ dedicated separately to formation and development of definite feelings in pupils, or features of willpower and character of one sort or another, and familiarizing with the new teaching material, that is with knowledge, skills and habits recommended by the curriculum. Practically, gaining knowledge by children and teenagers happens simultaneously with development of definite feelings and desirable features of willpower and character. It is necessary to turn an attention to the fact that much has already been written and spoken about the ‘upbringing and education teaching’ or about ‘educational values of the teaching process’ for many years.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 1(1); 145-167
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wychowanie poprzez instytucje szkoły
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2141382.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    upbringing and education
    school
    child
    teacher
    philosophy of upbringing and education
    theory of upbringing and education
    Opis:
    Contemporary psychology ascribes a very important role to both upbringing and teaching-learning processes in psychical development. It is indicated that a child’s personality is being shaped as a result of this influence. The most intensive development obviously concerns the youngest children because both psyche and organism of the child are distinguished by large plasticity in the period of early childhood. The elementary regulating mechanisms based on impulses and emotions dependent on functions of the subcortical centres are shaped in this period. The small child’s behaviour is still little organized, changeable and impulsive. The child is mainly guided by emotions. Children acquire their basic orientation to the world in the first school years, at the level of primary teaching, and first of all, in their closest environment. They gain knowledge about reality by means of free observations of concrete objects and phenomena turning gradually tasks carried out in the form of fun into didactic activities, i.e., to planned and regular learning and teaching. The child should be already prepared to live an individual life in a democratic society since early childhood where co-existence is guarded by wise principles of co-operation. Pupils’ preparation to the individual life is also necessary. Formation of proper attitudes, personality, and skills and knowledge is the most important general aim of upbringing accomplished at school. School supports families in these areas and supplement their influences. Up to now a practical example stirring up plenty of controversy in the environment of both parents and teachers has been for instance Personal Health and Social Education. Therefore we say about three phases of the professional attitude of teachers which they are going through while learning to teach. The first phase consists of attitude of acting how to survive a teacher who has just taken a job is mainly concerned with survival. He worries about assessment of his interpersonal relationships, and whether superiors and pupils will grow fond of him. The second phase is his attitude to a didactic situation. In that phase teachers already habitually fulfil certain tasks and carry out definite actions. Teachers’ attention and energy are transferred to the process of teaching itself. Last stage is achievement of professional maturity and an attitude towards pupils. In this phase teachers try to use more methods and strategy so that pupils could understand presented issues. The functions of improvement of professional skills by teachers should be correlated with supporting top-down educational reforms.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 1(6); 329-368
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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