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    Wyświetlanie 1-9 z 9
    Tytuł:
    Drogi nadziei
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/1623790.pdf
    Data publikacji:
    2006
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    nadzieja
    pesymizm
    Jan Paweł II
    miłość
    dobro
    prawda
    Opis:
    L'autore percepisce il pesimismo e la delusione dell'umanita della seconda meta del ventesimo secolo. All'idea della disperazione lui contrapone l'atteggiamento e l'insegnamento di Giovanni Paolo II, presenti nel suo libro "Varcare la soglia della speranza". Nel ricco insegnamento del Papa Wojtyła vengono scoperte tre vie della speranza - la verita, il bene e l'amore - manifestate nella loro pienezza nella persona di Gesu. Proprio in Lui esse conducono alla salvezza, cioe alla vita in un'altro mondo, rinnovato da Cristo Risorto, in cui regnano: Amore, Bene e Verita, viste in modo personale. In questa prospettiva la morte puo essere vista come la soglia di questo nuovo mondo e la piena realizzazione delle speranze umane.
    Źródło:
    Verbum Vitae; 2006, 9; 151-164
    1644-8561
    2451-280X
    Pojawia się w:
    Verbum Vitae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problem prawdy w dziele sztuki
    The problem of truth in the work of art
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2015953.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    estetyka
    epistemologia
    wartość
    prawda
    aesthetics
    epistemology
    value
    truth
    Opis:
    The text aims at considering from various points of view the presence of the value of truth in the work of art. The first step is a phenomenological analysis of epistemological, ontological and aesthetic phenomena connected with perception of the work of art. Its conclusion is the statement that truth belongs to the characteristics of both creation (contents, structure) and reception (cognition of various aspects) of the work. The very fact that the aesthetic value of the object claiming to be beautiful can be discussed proves the presence of the object on the rational-veritable plane. The next aspect undertaken in the article is concerned with the epistemological and methodological criticism of the view (represented here by R. Ingarden) that there is a radical difference between the objective domains of science and art. An attempt is made to show that the view is rooted rather in ideologically understood scientism and neo-positivism than in a realistic conception of cognition through art. In a completely realistic attitude the borderline between 'what is rationally cognised' and 'what is beautiful' (the sphere of quasi in Ingarden's meaning) is not an absolute borderline. The domain of the work of art also contains cognitive elements, often existentially and morally essential for man's life. As it appears, a similar position can be found in G. B. Vico's texts that proclaim the unity of poetic and metaphysical perspective in ancient beginnings of anthropological thought about the human world. Nowadays a methodological tendency is observed on the philosophical plane that allows joining the veritable and aesthetic aspects, and hence exploring the objective domain of art in the cognitive aspect. This is expressed today, among others, in the increase of the significance of art in social, cultural and scientific life.
    Źródło:
    Roczniki Filozoficzne; 2002, 50, 1; 45-71
    0035-7685
    Pojawia się w:
    Roczniki Filozoficzne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Etos pedagoga
    The Educators Ethos and the Dancer of Its Distortion
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/1857154.pdf
    Data publikacji:
    2004
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowanie
    kłamstwo
    manipulacja
    prawda
    nauczyciel
    wychowawca
    historia
    autorytet
    education
    lie
    manipulation
    truth
    teacher
    pedagogue
    history
    authority
    Opis:
    The aim of the article is to define the act and process of education that is authentic and not exposed to manipulation, as well as to point to the areas of educational activity (of the teacher and educator) that are often deformed by distorting the pedagogical ethos. After making a distinction between the phenomena of education and manipulation the conditions are defined for educational activity, that is safely separated from activity whose aim is manipulation. Next the most important transgressions of the educator's ethos are presented. The most general of them are the following: ideological imposition on the pupil of the one and only idea of the reality, issuing from the educator's authority; and the lie that is the opposite of this – making all the truth about the reality relative. One may defend himself against such distortions of the ethos by making the pupil realize his responsibility for any truth he himself recognizes. Particular lies in the relation educator-pupil are the following: indoctrinating or flattering the pupil, imposing the rule of conformism on him, using him, underestimating the mission of the profession or vocation of the educator, and finally, corruption that consists in deriving material profits from being lenient towards the pupil. A separate chapter is devoted to lies told by the history teacher – who especially severely infringes the ethos of the educator of society. The main mechanisms are presented that are used by the historian for lying, and the means of defense are pointed to that boil down to making sure the data and assessments are objective. The last part of the article is devoted to the role of the educator's authority. False authority (several types are mentioned that have different sources) is differentiated from personal authority whose power comes from referring it to an absolute value (the truth or God).
    Źródło:
    Roczniki Nauk Społecznych; 2003, 31, 2; 5-20
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mieczysław Albert Krąpiec in The Universal Encyclopedia of Philosophy
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/507466.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    International Étienne Gilson Society
    Tematy:
    Krąpiec
    Lublin Philosophical School
    Catholic University of Lublin
    Universal Encyclopedia of Philosophy
    philosophy
    metaphysics
    realism
    Thomism
    existential judgment
    metaphysical separation
    metaphysical language
    transcendentalizing cognition
    theory of analogy
    sovereign person
    Opis:
    This article introduces the life and work of Mieczysław Albert Krąpiec (1921-2008)—a Polish philosopher, theologian, humanist, co-founder of the Lublin Philosophical School, rector of the Catholic University of Lublin, initiator and chairman of the scientific committee of The Universal Encyclopedia of Philosophy. Krąpiec created a coherent philosophical system that, by a metaphysical explanation, encompassed the whole of reality that is accessible to human cognition. According to the author, Krąpiec’s philosophy is the greatest achievement in classical philosophy in Poland and in the world in the twentieth century, both with respect to its comprehensive scope and its meritorious importance; for the vision of the world that it reveals shows not only the human person’s unity and harmony with the reality that surrounds him, but also his openness to a connection with the transcendent Absolute.
    Źródło:
    Studia Gilsoniana; 2018, 7, 4; 549-566
    2300-0066
    Pojawia się w:
    Studia Gilsoniana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Podstawy filozoficzne pedagogii samowychowania
    The Philosophical Foundations of the Pedagogy of Self-Formation
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/1849010.pdf
    Data publikacji:
    2020-05-12
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowanie
    samowychowanie
    podstawy filozoficzne pedagogiki
    osoba
    byt ludzki
    etyka
    godność
    miłość
    formation
    self-formation
    philosophical foundations of pedagogy
    person
    human being
    ethics
    dignity
    love
    Opis:
    The text is supposed to show from various points of view the philosophical foundations of pedagogy. In its classical form it combines the points of view from the metaphysics of the person and ethics. These aspects complement each other, as the human person cannot be understood without his dimensions: being and development (becoming). The metaphysical foundations of formation determine the human being. On the part of metaphysics, human formation relies on the value of ontic contingence, hence the sense of human becoming as a person is expressed by the fact that man is person, a constant and unchanging structure, and is changing at the same time as person. The personal dimensions of formation indicate that man should be developed in his overall integrity, that is in the following dimensions: physical, psychical, and moral. The educator, as ontically more actualised, is endowed with a vocation to help his disciple in becoming himself. Formative work is an effort invested on behalf of self-formation. Love plays the most essential role in the ontic-moral process of the person's fulfilment. Formation and self-formation make up a pedagogical unity. Self-formation in the external sense complements self-formation in the internal sense. Any, even the best formative measures, will turn out ineffective if there is no readiness in the disciples for self-formation. This tendency is manifested today by the importance of independence and self-formation in social, cultural, and scientific life.
    Źródło:
    Roczniki Nauk Społecznych; 2007, 35, 2; 19-30
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Filozofia wychowania do prawdy
    The Philosophy of Formation for Truth
    Autorzy:
    Chudy, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/1853723.pdf
    Data publikacji:
    2005
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    prawda
    kłamstwo
    wychowanie
    samowychowanie
    przebaczenie
    świadectwo
    krytycyzm
    truth
    lie
    education (formation)
    self-formation
    forgiveness
    testimony
    criticism
    Opis:
    The paper deals with a normative characterisation of education and, to be more precise, with the problems, values, and modes of forming for the principal cognitive value, which is truth. In its aspect of formation for truth, education reveals two dimensions: negative and positive. The negative aspect stresses in the formative process the unmasking of lies and opposition to this main deformation of appropriate formation. The paper addresses also such aspects as the attitude of the liar (e.g. confession and contrition), the aspect of forgiveness and reparation, both in its social and anthropological-theological dimension. The more important dimension in formation is the positive dimension. It consists in establishing a truthful relationship between the educator and the pupil. It is especially important in the formative process to lay stress on the critical awareness of the pupil and the sapiental domain of truth, to which the educator should direct his or her pupil. If one of this spheres of activity is missing, or there is no testimony, the relationship between the educator and the truth may be deformed. The paper comes to a close with some remarks on self-formation, which is the key dimension of man's formation. Education and educators seek not so much to inform or form the other person, but to show, lead, and make present to their pupil the most essential values for the personal life.
    Źródło:
    Roczniki Nauk Społecznych; 2005, 33, 2; 5-13
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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