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    Wyświetlanie 1-6 z 6
    Tytuł:
    Małgorzata Przanowska, Listening and acuological education
    Autorzy:
    Zbrzeźniak, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/437119.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii
    Źródło:
    ARGUMENT: Biannual Philosophical Journal; 2019, 9, 2; 349-350
    2083-6635
    2084-1043
    Pojawia się w:
    ARGUMENT: Biannual Philosophical Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Broken Promise of Philosophy?
    Autorzy:
    Zbrzeźniak, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/451325.pdf
    Data publikacji:
    2020-04-15
    Wydawca:
    Uniwersytet Warszawski. Wydział Filozofii
    Opis:
    Preview: /Review: Paulina Sosnowska, Hannah Arendt and Martin Heidegger: Philosophy, Modernity, and Education (Lanham, MD: Lexington Books, 2019), 251 pages./ What is the vocation of philosophy? Should it be defined in terms of political or economic needs, or rather should philosophy autonomously establish its own goals and norms? One might say that philosophy began with questioning the place and role of philosophical thought. It remains one of its most interesting – at least for philosophers themselves – issues. This kind of question constitutes the inevitable background of every research project that concerns the problem of the task of philosophy. The book written by Paulina Sosnowska could be viewed as another attempt to answer this question, but in a truly hermeneutical manner; in other words, via the historical study of the relationship between the philosophy of Hannah Arendt and Martin Heidegger. This historical research, it should be emphasized, takes into account not only the internal, purely intellectual dynamics of Heidegger’s and Arendt’s thought, but includes extensive research on the important events that shaped their lives as well as their thought.
    Źródło:
    Eidos. A Journal for Philosophy of Culture; 2020, 4, 1; 117-120
    2544-302X
    Pojawia się w:
    Eidos. A Journal for Philosophy of Culture
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stasis and Politics: On the Forgotten Role of Violence
    Autorzy:
    Zbrzeźniak, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/451259.pdf
    Data publikacji:
    2019-07-31
    Wydawca:
    Uniwersytet Warszawski. Wydział Filozofii
    Tematy:
    civil war
    conflict
    politics
    democracy
    Mouffe
    Loraux
    Agamben
    Arendt
    Opis:
    One of the major questions emerging in present-day reflections on politics is related to violence and its relation to institutional order and law. In the paper, an issue of concern for a very particular form of political conflict, that is, civil war, is addressed. Violence in politics, and particularly its specific form, that is, stasis (civil war), has been omitted from philosophical reflection on the origins of politics. Contrary to the traditional representation of the constitution of the political sphere, contemporary political philosophy attempts to grasp the fundamental place of violence in politics. This paper will analyze two major ways of representing politics: the traditional one, which suppresses violence, and the contemporary one, which brings to the forefront of reflection the presence of it. The comparison of these two depictions of politics affords us a comprehension of the evolution of contemporary reflection on politics, and deeply modifies how we understand politics. This article focuses on the reinterpretation of the view of politics offered by Nicole Loraux and Chantal Mouffe and discloses the influence of their reflection on our understanding of politics.
    Źródło:
    Eidos. A Journal for Philosophy of Culture; 2019, 3, 2(8); 40-50
    2544-302X
    Pojawia się w:
    Eidos. A Journal for Philosophy of Culture
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Materiality of body, materiality of world - remarks on emancipatory education: Illich, Freire and contemporary political philosophy
    Autorzy:
    Zbrzeźniak, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/437444.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii
    Tematy:
    body
    material condition
    emancipation
    Paulo Freire
    Ivan Illich
    Opis:
    The paper addresses the issue of the corporeal dimension of the learning process. The problem of the material side of education has emerged within the emancipatory education project, but, as will be argued, this was limited to a critique inspired by Marxist tradition. The perspective on the materiality of education offered by Freire’s and Illich’s works can be significantly enriched by contemporary political thought. The latter perceives materiality in its complexity, that is, as economic conditions but also as the inherent needs stemming from our bodily condition. As will be demonstrated, the contemporary reflection could serve as a critique, one on the limited character of Freire’s and Illich’s emancipatory education, as well as providing ideas which might expand their project.
    Źródło:
    ARGUMENT: Biannual Philosophical Journal; 2019, 9, 2; 237-251
    2083-6635
    2084-1043
    Pojawia się w:
    ARGUMENT: Biannual Philosophical Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy może istnieć edukacja bez filozofii?
    Autorzy:
    Urszula, Zbrzeźniak,
    Powiązania:
    https://bibliotekanauki.pl/articles/892135.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Opis:
    The aim of this paper is to compare two models of education. The first is the instrumental model which perceives education as a process of preparing students for future professional life. The second one perceives education as a way to build our individuality. The instrumental and economical model became very popular in the second half of the 20th century and still strengthens its position. The second model sees itself as a continuation of long European history of philosophy of education and serves as the counterbalance to the instrumental model. In the paper it will be argued that the second (classical) model of education is more useful for the development of Western liberal democracies while the first one perceives an individual to a client and replases the development of a culture to an economic growth. It will be argued that the economic model omits the nature of our cultural identity and misinterprets integral goals of the process of education.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 123-132
    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
      Wyświetlanie 1-6 z 6

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