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    Wyświetlanie 1-13 z 13
    Tytuł:
    Philosophy of urban design teaching with the use of Interactive and parametric digital tools
    Autorzy:
    Januszkiewicz, Krystyna
    Pazdur-Czarnowska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2201096.pdf
    Data publikacji:
    2022
    Wydawca:
    Politechnika Białostocka. Oficyna Wydawnicza Politechniki Białostockiej
    Tematy:
    architecture
    urban design
    interactivity
    philosophy of teaching
    parametric design
    Opis:
    Learn, experiment and enjoy it – the joy of understanding should translate into the joy of creation, then the joy of creation fits itself spontaneously into the creative process. Learning means sharing knowledge and joy of leading others into the unknown areas they have not discovered yet. Teaching is a constant interaction and exchange on the intellectual and emotional levels, as well as mental and cultural levels – it is also establishing role models and social attitudes. Young designers are faced with challenge of translating the virtual world into the physical world in the current era of digital technologies. The use of parametric design programs allows them to create a versatile, functional, but artistic interactive environment, capable of shaping the urban interior within the city. This paper aims to present a design process and effect of an experimental, innovative academic program of semester course “Immersive environments and interactivity in designing architectural interiors and their surroundings”. The final projects demonstrate the versatility of understanding and implementing the program and the plasticity of shaping public spaces – valuable skills in a student’s path of design selfdevelopment.
    Źródło:
    Architecturae et Artibus; 2022, 14, 3; 22--39
    2080-9638
    Pojawia się w:
    Architecturae et Artibus
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Philosophy for the Soul
    Autorzy:
    Rosensweig, J.P.
    Powiązania:
    https://bibliotekanauki.pl/articles/1833793.pdf
    Data publikacji:
    2021-10-30
    Wydawca:
    Uniwersytet Warszawski. Wydział Filozofii
    Tematy:
    openness
    philosophical searching
    individuality
    public philosophy
    receptivity
    teaching philosophy
    Opis:
    Among the themes this article explores are the following: Can philosophy truly help us in times of crisis? What are the distinctive ways in which philosophy can be therapeutic and provide solace? What possible barriers exist to a person being able to be helped by philosophy? What is it to be genuinely open, to ideas, to life? What are the dynamics of pain and struggle in authentic searching? What is it to see yourself in such searching? What ways of teaching philosophy can allow students to derive maximum sustenance from philosophy?
    Źródło:
    Eidos. A Journal for Philosophy of Culture; 2021, 5, 2; 112-125
    2544-302X
    Pojawia się w:
    Eidos. A Journal for Philosophy of Culture
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning/teaching philosophy in sign language as a cultural issue
    Autorzy:
    DE FÁTIMA SÁ CORREIA, MARIA
    Coelho, Orquídea
    Magalhães, António
    Benvenuto, Andrea
    Powiązania:
    https://bibliotekanauki.pl/articles/628339.pdf
    Data publikacji:
    2013
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Bilingual education, Deaf culture, Learning-teaching Philosophy, Portuguese Sign Language
    Opis:
    This paper is about the process of learning/teaching philosophy in a class of deaf stu-dents. It starts with a presentation of Portuguese Sign Language that, as with other sign lan-guages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism - even in its weak version - language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present.Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language
    Źródło:
    Journal of Education Culture and Society; 2013, 4, 1; 9-19
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Frost and Snow
    Autorzy:
    Zwicky, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/1357832.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet Warszawski. Wydział Filozofii
    Tematy:
    philosophy as a way of life
    teaching philosophy
    politics
    despair
    Plato
    Pierre Hadot
    Karen Stenner
    Tu Fu
    Opis:
    Why awaken the soul to justice if the only result can be to increase awareness of the futility of aspiring to justice in the world? Zwicky documents challenges to the belief that teaching philosophy will result in a fairer polity and suggests that perception of being’s integrity sustains pursuit of philosophy as a way of life
    Źródło:
    Eidos. A Journal for Philosophy of Culture; 2021, 5, 1; 146-154
    2544-302X
    Pojawia się w:
    Eidos. A Journal for Philosophy of Culture
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Philozophizing by Bogusław Wolniewicz
    Filozofowanie Bogusława Wolniewicza
    Autorzy:
    Stanisławek, Jędrzej
    Powiązania:
    https://bibliotekanauki.pl/articles/2097439.pdf
    Data publikacji:
    2018
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Bogusław Wolniewicz
    philosophizing
    metaphilosophy
    rationalism
    teaching the philosophy
    filozofowanie
    metafilozofia
    racjonalizm
    nauczanie filozofii
    Opis:
    Autor przedstawia sposób filozofowania Bogusława Wolniewicza. Kolejno omawia źródła jego filozofowania, cele, jakie sobie stawiał, jego racjonalizm oraz metodę unaukowienia filozofii, jego odniesienie do historii filozofii i filozofii merytorycznej, sposób prowadzenia zajęć dydaktycznych, a na koniec pracę nad tekstem. Te prezentację w wielu punktach wzbogaca o elementy metafilozofii własnego autorstwa.
    Źródło:
    Przegląd Filozoficzny. Nowa Seria; 2018, 3; 223-238
    1230-1493
    Pojawia się w:
    Przegląd Filozoficzny. Nowa Seria
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Retrospective analysis of an intercultural paradigmatic shift in the philosophical and educational thought in Ukraine in the second half of the 19th and the beginning of the 20th century
    Autorzy:
    Saukh, Petro
    Powiązania:
    https://bibliotekanauki.pl/articles/22655346.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Ukrainian philosophical and pedagogical thought
    ethnic self-identification
    mentality
    national idea
    intercultural shifts
    philosophy of teaching and education
    pedagogical anthropology
    syncretism of education and teaching
    Opis:
    The article reveals the peculiarities of intercultural paradigmatic shifts in the philosophical and pedagogical thought of Ukraine in the second half of the 19th and early 20th centuries. It has been proven that Ukrainian philosophical and educational thought (despite the fact that it objectively bordered with the Russian one and actively fits into the pan-European philosophical and pedagogical algorithm) had a number of specific national concrete-cultural features and colours. Its image was closely related to the formation of the “soul of the Ukrainian people”, which was formed by a combination of mental, cultural and moral characteristics. The matrix of paradigmatic shifts in philosophical and pedagogical thought of this period was focused on the semantic, ontological dimensions of human spirituality, pedagogical factors of personality development, the formation of the national discourse of educational science as a certain theoretical integrity. It has been confirmed that the philosophical and pedagogical thought, which unfolded within the framework of socio-political development of scientific and educational institutions and which performed a human-creating function in culture, was characterized by a tendency to create an intercultural “philosophy of teaching and education”, which became the background for pedagogical constructions of our (that?) time. On this basis, the most important constants in the development of education of this period are determined, which have heuristic significance and are in many respects compliant with modern educational transformations, which require comprehensive understanding, primarily from the standpoint of pedagogical anthropology.
    Źródło:
    Edukacja Międzykulturowa; 2023, 23, 4; 28-39
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Evaluating the Analytic - Continental Divide: Impact on Education in Croatia
    Autorzy:
    Novak, Ivona
    Powiązania:
    https://bibliotekanauki.pl/articles/628097.pdf
    Data publikacji:
    2014
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Analytic-continental divide, gulf between traditions, teaching philosophy, problem-based approach, historical approach, cooperation at an academic level.
    Opis:
    Contemporary Western philosophy has been generally perceived as one that encompasses two divergent traditions of philosophical thought: analytic and continental. A number of writers have drawn attention to the difficulty of explaining the differences between them. A small number of authors have even questioned the credibility of the analytic-continental division. In this paper I argue that the gulf between traditions is real and has a negative impact on three elements of education in Croatia: philosophy as an academic subject, students and university professors. Before delving into the aforementioned issue, I briefly specify areas of philosophical inquiry where the gulf is the most evident. I end paper with several suppositions concerning the future path of both traditions, which are mostly based on the idea of cooperation between analytic and continental philosophers as it would profoundly contribute to the advancement of teaching philosophy.
    Źródło:
    Journal of Education Culture and Society; 2014, 5, 2; 195-208
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching Ethics in an Unethical World
    Autorzy:
    Rehman, Sharaf N.
    Powiązania:
    https://bibliotekanauki.pl/articles/653223.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    moral philosophy
    ethical behavior
    business ethics
    teaching ethics
    Opis:
    We find ourselves in times where national leaders engage in fraudulent and deceptive behaviors for personal and political gains, and multinational corporations use unethical practices to maximize their profits. Where dangerously defective products are released onto the market endangering the health and lives of consumers, and where news channels become opinion channels. Where the motto of the free market is reduced to a simple‘grab all you can, any way you can.’ In times such as these, it is difficult to teach and promote ethical behavior. A cursory look at the advertising messages and the spins put on issues by public relations people leaves one wondering if business ethics is anything more than an oxymoron – a self‑contradicting claim. In times such as ours (in 2017), it is crucial that institutions of higher learning continue to teach and foster ethical behavior and ethical responsibility. No doubt, it is an uphill struggle for educators to convince students to think and act in ethically appropriate terms when surrounded by corruption, deceit, and fraud. While no one will deny the need for ethical practices, teaching these values in a convincing manner remains a challenge. Using meta‑analysis of various University courses in ethics, the present paper attempts three goals. First, it builds a rationale for the importance of ethical behavior, the need for teaching it, and the criticisms of those who think it unnecessary to teach ethics. Second, it discusses various strategies used by universities and several educators in teaching and reinforcing ethical behavior. This section also offers a criticism of approaches and methodologies of teaching ethics. Third, it offers an outline for a syllabus for an introductory course in Ethics.
    Źródło:
    Annales. Etyka w Życiu Gospodarczym; 2017, 20, 4
    1899-2226
    2353-4869
    Pojawia się w:
    Annales. Etyka w Życiu Gospodarczym
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Philosophical Foundations of Communication Education
    Autorzy:
    Kiereś-Łach, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/2138696.pdf
    Data publikacji:
    2022-09-26
    Wydawca:
    International Étienne Gilson Society
    Tematy:
    communication education
    philosophy
    rhetoric
    teacher
    teaching
    critical thinking
    truth
    rules of discourse
    Opis:
    This article deals with the philosophical foundations of communication education. At the beginning, the author points out that communication skills are an important issue. For a long time, researchers have been wondering about the good qualities of public speaking, as well as what qualities a speaker should have in order to convey knowledge, and the importance of communication skills in social life and individual development. then the author shows what communication education is understood as, on the one hand, the ability to transfer knowledge, and on the other hand, teaching to communicate clearly and purposefully. In the next step, the author indicates the differences between the rhetorical approach and the relational approach to communication, and then points to the rules of discourse and emphasizes the importance of a realistic philosophy focused on presenting the truth in accordance with the good of the recipient. Finally, she indicates the consequences of the approach to communication detached from the real and intersubjective reality and shows what responsibility therefore lies on the part of the teacher, as the one who is supposed to bring students closer to the truth.
    Źródło:
    Studia Gilsoniana; 2022, 11, 3; 531-549
    2300-0066
    Pojawia się w:
    Studia Gilsoniana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What is your educational philosophy? Modern and postmodern approaches to foreign language education
    Autorzy:
    Uzun, Levent
    Powiązania:
    https://bibliotekanauki.pl/articles/780823.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy of education
    foreign language education
    teaching versus learning
    education versus training
    postmodern approaches to education
    Opis:
    The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 333-348
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Elements of mathematical epistemology - elements of the philosophy of teaching mathematics
    Autorzy:
    Pawlak, R. J.
    Korczak-Kubiak, E.
    Powiązania:
    https://bibliotekanauki.pl/articles/121913.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
    Tematy:
    edukacja matematyczna
    epistemologia matematyczna
    filozofia matematyki
    nauczanie matematyki
    mathematical education
    mathematical epistemology
    philosophy of mathematics
    teaching mathematics
    Opis:
    In the paper we present the main idea of the concept which we have called confrontational concept of mathematical epistemology. We refer it to philosophy of mathematics (in the context of epistemology of research) as well as to didactic problems (in the context of teacher preparation). Although we tried not to involve our discussion directly with any existing concepts of the philosophy of mathematics, however, in the paper one can notice some elements of modern formalism as well as Lakatos quasi-empiricism or a modern approach to structuralism.
    Źródło:
    Scientific Issues of Jan Długosz University in Częstochowa. Mathematics; 2014, 19; 11-24
    2450-9302
    Pojawia się w:
    Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotions that Foster Learning: Wonder and Shock in Proclus
    Emocje, które sprzyjają uczeniu się: zdumienie i szok u Proklusa
    Autorzy:
    Tresnie, Corentin
    Powiązania:
    https://bibliotekanauki.pl/articles/2158090.pdf
    Data publikacji:
    2022-06-15
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    Proclus
    Neoplatonism
    Emotion
    Surprise
    Fear
    Anxiety
    Wonder
    Fright
    Thauma
    Learning
    Teaching
    Autonomy
    Mysteries
    Reversion
    Philosophy
    Reason
    Passion
    Opis:
    In his Commentaries, Proclus (Neoplatonic philosopher, 5th century A.D.) describes the ways in which a teacher can awaken the desire for knowledge and philosophy in a given soul, and help this soul to make cognitive and moral progress. He considers such an intervention to be a case of providence, analogous to both the action of divine Pronoia and the care of one's personal daemon. As the soul being thus educated is still unaware of the merits of rational thought, the teacher needs to use the emotions of his student to stimulate him; he might even want to generate desirable emotions in his soul. I focus here on two emotions: wonder and shock. The first serves to stimulate interest while preserving autonomy. The second allows deeper commitment at the price of reduced autonomy of the pupil. Both are complementary aspects of philosophical perplexity.
    Źródło:
    Vox Patrum; 2022, 82; 237-262
    0860-9411
    2719-3586
    Pojawia się w:
    Vox Patrum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Build What You Think. Philosophical Education Using the LEGO-LOGOS Method
    Autorzy:
    Walczak, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/2127735.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
    Tematy:
    philosophy
    education
    LEGO bricks
    teaching methods
    ethical education
    pedagogical innovations
    filozofia
    edukacja
    klocki LEGO
    metody nauczania
    edukacja etyczna
    innowacje pedagogiczne
    Opis:
    LEGO bricks have an enormous educational potential. The article analyzes the possibility of using the bricks in teaching philosophy. As a case in point, it describes the LEGO-LOGOS project, a method where the bricks have been successfully used in opening students to philosophical ideas. The project makes use of play (in this case with the LEGO bricks) to introduce students to philosophy and philosophizing. It tackles one of the biggest obstacles in teaching this subject, that is the resistance of students to formulate and express their thoughts as the method allows for a free and creative expression of ideas and interpretations. The article describes the structure of the classes where the method is to be used and provides an analysis of educational and philosophical assumptions of LEGO-LOGOS also touching on the possibility of using the method as a tool in the school setting and beyond.
    Zabawa klockami kryje w sobie ogromny potencjał edukacyjny. W artykule analizuję możliwość wykorzystania elementów zabawy klockami Lego w edukacji filozoficznej. Opisuję projekt LEGO-LOGOS jako metodę prowadzenia warsztatów filozoficznych z użyciem klocków Lego. Projekt adaptuje naturalne środowisko zabawy dziecka (tu zabawy klockami Lego) do nauczania filozofii i filozofowania sensu stricto. W nauczaniu filozofii dużym problemem jest opór uczniów w formułowaniu i wypowiadaniu swoich myśli. Proponowana metoda pozwala na swobodną i twórczą ekspresję pomysłów, idei i interpretacji. Zostanie opisana struktura zajęć prowadzonych metodą LEGO-LOGOS, analiza założeń pedagogicznych i filozoficznych metody oraz możliwości jej zastosowania w edukacji i poza edukacją.
    Źródło:
    Analiza i Egzystencja; 2022, 58; 93-110
    1734-9923
    2300-7621
    Pojawia się w:
    Analiza i Egzystencja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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