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Wyświetlanie 1-15 z 57
Tytuł:
The Philosophy of Thomas Hobbes: Monist, Materialist and Mechanist
Autorzy:
Machamer, Peter
Powiązania:
https://bibliotekanauki.pl/articles/600517.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Thomas Hobbes
natural philosophy
political philosophy
Opis:
This essay will present Hobbes as the most consistent philosopher of the 17th century, and show that in all areas his endeavors have cogency that is unrivalled, in many ways even to this day. The second section will outline Hobbes’ conception of philosophy and his causal materialism. Section 3 will deal briefly with Hobbes’ discussion of sensation and then present his views on the nature and function of language and how reason depends upon language. Section 4 portrays his views about the material world; Section 5 deals with nature of man; and the 6th section with the artificial body of the commonwealth and the means of its creation.
Źródło:
Internetowy Magazyn Filozoficzny Hybris; 2012, 18
1689-4286
Pojawia się w:
Internetowy Magazyn Filozoficzny Hybris
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kant and Confucius: On moral decision-making
Autorzy:
Martyna, Świątczak-Borowy,
Powiązania:
https://bibliotekanauki.pl/articles/903497.pdf
Data publikacji:
2019-06-18
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
Confucius
Kant
moral decision-making
moral philosophy
inclinations
comparative philosophy
Chinese philosophy
Opis:
The aim of this paper is to determine the patterns of moral decision-making in Kantian and Confucian thought and to assess the necessary preconditions of moral behavior for Kant and Confucius respectively. This paper focuses on comparing the way Kant is structuring constitutive elements of moral decision-making, such as will, reason, or moral autonomy to the way Confucius is structuring the relationship between elements such as duty, commands of Tian, or social relations.
Źródło:
Studies in Global Ethics and Global Education; 2018, 10; 72-91
2392-0890
Pojawia się w:
Studies in Global Ethics and Global Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction to this Issue: the Betzavta Method and Democracy – On an Experimental Project in Academic Didactics of Philosophy
Autorzy:
Michał, Dobrzański,
Powiązania:
https://bibliotekanauki.pl/articles/903469.pdf
Data publikacji:
2019-06-18
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
philosophical methodology
didactics of philosophy
didactic experiment
education
decision-making
social philosophy
philosophy of politics
democracy
Betzavta
Opis:
The article presents the background of the texts included in this issue of SGEGE that resulted from an experimental workshop on democracy. The didactic innovation implemented during the event consisted in enhancing the traditional forms of teaching philosophy (seminar and lecture) with a practical module based on the Betzavta methodology of democratic education. In the first part of the article, a general description of the project is provided. Then follows a presentation of its topic, the reasons for choosing it and the theoretical problems behind it. Next, the organization and methodology of the project are briefly described. In the end, the results of the project are presented together with a short summary of the texts of this volume of the journal.
Źródło:
Studies in Global Ethics and Global Education; 2018, 10; 3-16
2392-0890
Pojawia się w:
Studies in Global Ethics and Global Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla
Autorzy:
Andrzej, Ryk,
Powiązania:
https://bibliotekanauki.pl/articles/892458.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
phenomenology
hermeneutics
Opis:
The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 318-326
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Źródła etyki doradztwa w filozofii starożytnej
Autorzy:
Mrówka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/653070.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
advising
business
ethics
philosophy
history
Źródło:
Annales. Etyka w Życiu Gospodarczym; 2011, 14, 2
1899-2226
2353-4869
Pojawia się w:
Annales. Etyka w Życiu Gospodarczym
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki
Autorzy:
Maria, Reut,
Powiązania:
https://bibliotekanauki.pl/articles/892409.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
hermeneutics
understanding
ethics
Opis:
The article analyses chosen extracts from the debate about philosophical qualities of pedagogical thinking. It presents the possibility of ethical reflection inspired by contemporary hermeneutical philosophy. This hermeneutical perspective comprehends understanding not only as one of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma, dramatic quality and openness of pedagogical activity are underlined, as well as the impossibility of boiling down the justifications of that activity to the sphere of applications of theories. It indicates that hermeneutics opened (pedagogical) thinking towards such perspective on the relationship between the external order and duty and action, which frees from both: the dichotomy of romantic release versus passive subjection, as well as from the dilemma of the rational emancipation versus conditioned consent to surrender. It does not, however, give an external solution and does not diminish the importance of choice. It emphasises the individual character of moral choice and the importance of freedom and at the same time does not leave the man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is not an abandoned, lonely subject.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 34-44
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uniwersytet pod ostrzałem
Autorzy:
Urszula, Zbrzeźniak,
Powiązania:
https://bibliotekanauki.pl/articles/892509.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
education
philosophy
instrumental reason
democracy
Opis:
This essay discusses the main perspectives in the contemporary debate on university. In recent years the university became one of the most problematic institutions of our society. Debate on the future of the university began in the moment of transition from the industrial societies to the post-industrial societies. In the second half of the 20th century we witnessed a long process of replacing the old form of university by the institution of multiversity or a university governed by the rule of excellence. The process of transformation of university is still discussed within the academic milieu and we can observe a constant proliferation of critical approaches which tend to undermine conviction that the ongoing process of subjugation of the university to the economic rules is inevitable.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 48-62
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kształcenie jako problem filozoficzny w ujęciu Gastona Bachelarda
Formation as a philosophical problem according to Gaston Bachelard
Autorzy:
Ples-Bęben, Marta
Powiązania:
https://bibliotekanauki.pl/articles/423187.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
Gaston Bachelard
French contemporary philosophy
pedagogical philosophy
formation
francuska filozofia współczesna
filozofia pedagogiki
kształcenie
Opis:
The purpose of the article is to discuss the main problems of Gaston Bachelard’s pedagogical philosophy. The French philosopher explored the fundamental issues of teaching – inter alia, the inquiry of the relations between teacher and disciple that he understood as dialectical exchange, the question about the most effective methods of teaching, the idea of the school as community tending to the same values – in the wide perspective of his philosophical system. Consequently, Bachelard’s philosophy of pedagogy can’t be studied apart from the most important concepts of his philosophy – the epistemological obstacle, the psychoanalysis of the scientific mind, the philosophy of “no”, and the new scientific mind.
Źródło:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych; 2016, 28/1; 244-262
0860-4487
Pojawia się w:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy
Autorzy:
Tomasz, Leś,
Powiązania:
https://bibliotekanauki.pl/articles/892612.pdf
Data publikacji:
2018-04-30
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
wisdom
educational aims
philosophy of education
Opis:
Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 48-68
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Filozofia a pedagogika. Współzależności i granice
Autorzy:
Stanisław, Gałkowski,
Powiązania:
https://bibliotekanauki.pl/articles/892262.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy of education
pedagogy
education
science
Opis:
The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 45-60
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kripkenstein from the mathematical point of view: a preliminary survey
Autorzy:
Janik, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/600535.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Kripke
philosophy of mathematics
non-factualism
Opis:
This paper deals with the problem of the impact of Kripke’s skeptical paradox on the philosophy of mathematics. By perceiving mathematics as a huge rule-following discipline, one could argue that the Kripkean nonfactualist thesis should be adopted within the philosophy of mathematics en bloc to imply a refutation of objectivity and an enforcement of a particular view on the nature of mathematics. In this paper I will discuss this claim. According to Kripke’s skeptical solution we should reject the notion of fact and adopt the use theory of meaning that could be stated as follows: ’One understands the concepts embodied in a language to the extent that one knows how to use the language correctly.’ [Shapiro 1991, 211] [Kripke 1982]. Focusing on mathematical discourse, we should ask: what are the implications of the use theory of meaning for the philosophy of mathematics? Furthermore, is the answer to the skeptical paradox consistent with selected views in philosophy of mathematics? The supposed answer to the first question is that it demands the view that mathematics should be perceived as a strictly pragmatic discipline and the rules of mathematical discourse are mere conventions. But this is too simplistic a view and the matter at hand is far more complicated.
Źródło:
Internetowy Magazyn Filozoficzny Hybris; 2016, 34 (3)
1689-4286
Pojawia się w:
Internetowy Magazyn Filozoficzny Hybris
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Racjonalistyczne zasady filozofii politycznej G.W. Leibniza
The Rationalistic Principles of G.W. Leibniz’s Political Philosophy
Autorzy:
Horowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/423383.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
Leibniz
political philosophy
metaphysics
filozofia polityczna
metafizyka
Opis:
Niniejszy artykuł stanowi zmodyfikowaną część pracy licencjackiej napisanej w 2015 r. pod kierunkiem prof. B. Pazia.
The main aim of this paper is to present and describe the rationalistic principles of Leibniz’s political philosophy. The description of these principles allows one to systematize the theory of the German thinker and to explain its essential character as a rationalist interpretation of political reality. For this purpose various writings of the philosopher, mostly those untranslated into Polish, are exploited. An analysis of these sources in relation to Leibniz’s philosophical system as a whole is the main tool of explication of the discussed issues. The author distinguishes five basic principles of Leibniz’s political theory. The superior one among them is the principle of reason (principium rationis) which is at the core of rationalistic perception of political reality. The articulation of this principle is included in the phrase “the empire of reason” (l’Empire de la raison), which could be considered as representative for the philosopher’s theory and the demand of rational thinking and acting presented in it. From the superior principle of reason stem the other more detailed principles: principle of perfection and order of universum, primacy of natural law, justice as caritas sapientis and the sovereign as imago Dei. All of these principles, as Leibniz’s entire political theory, are considered in the broad context of his philosophical system with particular reference to metaphysics. The close link between politics and metaphysics is in fact, beside firm rooting in philosophical tradition and Roman law, a characteristic feature of Leibniz’s thought and is distinctive on the historical background of the Modern age.
Źródło:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych; 2015, 27/t.t.; 143-168
0860-4487
Pojawia się w:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Philosophy of Julian Tuwim’s Stanza
Autorzy:
Matywiecki, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/650035.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Julian Tuwim
poetry
Julian Tuwim’s stanzaic philosophy
Opis:
The aim of the article is to argue that Tuwim’s way of conceptualizing both the world and poetry was based on the principle of stanza. In his opinion, the entire world and our experience of it reach us in a stanzaic form. In Tuwim’s writing the stanza could be compared to an atom of poetic structure. It also builds our primary consciousness of language. The stanzaic structure of our poetic and linguistic experience imposes an order on the universe as we see it. Tuwim hears and thinks his world as a stanza.
Źródło:
Acta Universitatis Lodziensis. Folia Litteraria Polonica; 2016, 36, 6
1505-9057
2353-1908
Pojawia się w:
Acta Universitatis Lodziensis. Folia Litteraria Polonica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India
Autorzy:
SUBRATA, GANGULY,
Powiązania:
https://bibliotekanauki.pl/articles/893008.pdf
Data publikacji:
2020-10-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
adult education
ethnographic research
Grundtvigian philosophy
India
pedagogy
Opis:
This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in promoting lifelong learning opportunities and the institutionalisation of community education for adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment through education and social development. The research utilises relevant literature, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues that if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement to the traditionally rigid adult education system and support learners in exposing their inherited potential to a greater extent.
Źródło:
Papers of Social Pedagogy; 2020, 13(1); 88-108
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”
Autorzy:
Dominika, Depta-Marel,
Powiązania:
https://bibliotekanauki.pl/articles/891996.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy for children
question
wisdom
critical thinking
progress
Opis:
In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 57

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