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Wyświetlanie 1-15 z 192
Tytuł:
Wojciech Dzieduszycki i źródła jego historiozoficznego optymizmu
Войчех Дзедушицки и источники его историософского оптимизма
Wojciech Dzieduszycki and Sources of His Historiosophic Optimism
Autorzy:
Zawojska, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/497702.pdf
Data publikacji:
2018
Wydawca:
Stowarzyszenie Filozofów Krajów Słowiańskich
Tematy:
философия истории
историософский оптимизм
кризис европейской культуры
христианские ценности
filozofia dziejów
historiozoficzny optymizm
kryzys kultury europejskiej
wartości chrześcijańskie
philosophy of history
historiosophic optimism
crisis of European culture
Christian values
Opis:
Дзедушицки не только диагностировал современное ему состояние западной цивилизации, но также указывал на возможность и способ преодоления сложившегося кризиса. Он считал, что такую возможность даёт реализация в общественной и частной жизни традиционных христианских принципов, заключающаяся в том, что во всех поступках следует руководствоваться обозначенными в христианской религии ценностями. Указание путей выхода европейской цивилизации из кризисного состояния, подкрепленное личной убеждённостью в их эффективности, определяет то, что, несмотря на пессимистический диагноз, видение Дзедушицким истории следует считать отмеченным историософским оптимизмом.
Dzieduszycki diagnosed the state of Western civilization at that time, but first and foremost indicated the possibility and the method of overcoming the crisis. In his opinion, the return to traditional Christian principles in social and individual life and strict following the values set by the Christian religion in all human activities ensure such a possibility. Despite the pessimistic diagnosis, indication of the ways out of the then crisis of the European civilization contemporary to him and the personal conviction of their effectiveness, make Dzieduszycki’s vision of history characterised by historiosophic optimism.
Źródło:
ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich; 2018, 18; 297-309
1642-1248
Pojawia się w:
ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Źródła zagrożeń wychowawczych w szkole
THE SOURCES OF EDUCATIONAL THREATS AT SCHOOL
Autorzy:
Cichosz, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/558511.pdf
Data publikacji:
2008
Wydawca:
Gdańskie Seminarium Duchowne
Opis:
WSTĘP. 1. WSPÓŁCZESNE PRZEMIANY MENTALNO-CYWILIZACYJNE. 2. NARODZINY „KULTURY ŚMIERCI”. 3. „NOWY PORZĄDEK ŚWIATA” – „NEW WORLD ORDER”. 4. KOMPETENCJE RODZICÓW I NAUCZYCIELI W KULTURZE WYCHOWANIA. ZAKOŃCZENIE.
In the modern world we witness the process of the creation of a pluralist society which is characterised by a consumer-liberal attitude. Manipulations in our system of values have resulted in prompt destruction of the deposit of the faith. They have also led to claims stating that Christ is no longer the lord of the history of Man. Civilisation, which is in the process of secularization, is moving away from religious morality. In the name of post-modernist philosophy (alleged freedom and tolerance) it does not give ready answers, but instead it leads to negation and provocation. In this context it is difficult to talk about ideals, the truth and holiness. The lack of objective criteria, which is expressed by religious indifferentism and moral situationism, together with the crisis of conscience and the truth, freedom and responsibility, all lead to the situation in which God is no longer the answer to fundamental issues but just one of numerous questions. Direct sources of educational threats at school can be found in the ongoing mental and civilisational changes. These transformations are best characterized by the ‘rule of a mad wolf’ – ‘why not?’. In modern schools, Christian upbringing towards freedom’ is placed in the perspective of the so called postmodernist ‘freedom from something’. The problem of education in the modern world relies on the fact that because of its own nature education can renounce neither authority nor tradition, and despite this it has to take place in a world whose structure is no longer defined by authority and held together by tradition. This situation gives rise to social pathologies and youth subcultures. The threat from drug addiction, alcoholism, abuse, aggression and the Internet and media addiction is becoming more common. The real world is being situated in the virtual world (advertising and the cult of the body). Life is becoming a play without any responsibility. The trends of the modern world point out a totally different direction: easy, quick and exciting. The lack of time which often afflicts parents and teachers is one of the main sources of modern educational threats.It is quite common that adults are not aware of the situation of those who are in their care and they do not talk to them often enough. Nowadays he often hear about the negative selection for the profession of a teacher. Being an educator (a parent ora teacher) means constant offering yourself as a gift! There are situations when a parent should receive more support from the class teacher and even, in pathological families, should be replaced by him or her. If a young man could not find support in school and Church, where else would he be supposed to look for it? In youth subcultures and sects? The young are still waiting for the master, that is for someone who can fascinate them. The currently experienced crisis of a human person and its formation entitles us to define its new quality: the Christian humanization of the education (the civilization of love of John Paul II). It can be realized throughout focusing on the personal concept of the man and the aims and ideals of education that come from it; personalization of the relation between the teacher and the student or the master and the disciple and the choice of suitable educational methods and techniques. One of the ways of defying the modern ‘educational vanguard’ is the creation of the concept of education which is based on the following pillars (10 postulates of Christian education): education concentrates on a human person, who is its source and aim; education applies the same moral rights for both the student and the teacher; education is based on the Christian system of values in its programme; education harmonizes the life on earth with the system of values and the supernatural; education is correlated with teaching and avoids the extreme; education exposes the human and God’s authority in its activities; education integrates all the spheres of human life: reason, will and emotions; education serves the man, society and God; education interprets and orders the culture in the light of faith; education does not depreciate formal schooling.
Źródło:
Studia Gdańskie; 2008, 23; 163-178
0137-4338
Pojawia się w:
Studia Gdańskie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Operacja "Cezary" -- ubecka analiza "gry" z WiN-em
Powiązania:
Zeszyty Historyczne WiN-u 2001, nr 15, s. 183-255
Współwytwórcy:
Frazik, Wojciech. Opracowanie
Data publikacji:
2001
Tematy:
Zrzeszenie Wolność i Niezawisłość 1948-1952 r. źródła
Podziemie polityczne i zbrojne (1944-1956) Polska źródła
Służba bezpieczeństwa Polska 1944-1956 r. źródła
Opis:
Sprawozdanie Departamentu III MBP z kwietnia 1954 r. dot. rozpracowania krajowych struktur WiN-u w l. 1948-1952.
Dostawca treści:
Bibliografia CBW
Artykuł
Wyświetlanie 1-15 z 192

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