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Tytuł:
Wstęp do estetyki Derridy i Lyotarda
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2148218.pdf
Data publikacji:
2018
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
Deconstruction
Postmodernism
Post-structuralism
Opis:
There have been outlined serious discrepancies between philosophies of Derrida and Lyotard on the grounds of deliberations concerning art. Lyotard questions the notion of beauty, demanding a replacement of it with a notion of the sublime, thanks to which artistic creation could also get rid of its constraints. Lyotard argues that beauty is possible thanks to the mimesis of nature, but the mimesis requires observance of the rules. Rejecting the idea of beauty, as a supreme value in art, we reject the necessity of subordinating art to rules, or, in Lyotard’s words, we sacrifice it for the freedom of practical reason.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 143-145
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Systemy filozoficzne Derridy i Lyotarda
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2148222.pdf
Data publikacji:
2018
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
Postmodernism
Post-structuralism
Deconstruction
Opis:
Jacques Derrida and Jean-François Lyotard are the creators of a philosophical and cultural movement called postmodernism (Lyotard has also contributed to the popularization of the term “postmodernism”), but it should be remembered that currently the term “postmodernism” refers to the entire spectrum of various ideas, the ideas and texts from various fields, therefore, it is impossible to identify the philosophy of Derrida or the philosophy of Lyotard with the movement in philosophy or, more importantly, the humanities and social sciences, which we now call postmodernism. From today’s perspective, both Derrida and Lyotard belong to a large group of authors whose work constitutes broadly understood postmodernism, but it would be unwarranted to claim that this movement stems directly from their achievements. These philosophers have begun a new way of practicing philosophy and proposed a new point of view, but they did not create concepts that would be widely accepted by philosophers who describe themselves as postmodernists. They also did not raise any disciples or successors who would attempt to develop the concepts outlined by them, although undoubtedly some of their concepts have had a significant impact on both the development of philosophy and the humanities, and social sciences. The concept of Derrida’s deconstruction proved to be the most influential (by that, however, it is necessary to understand the general method of reading texts, but not the collection of Derrida’s views, sometimes referred to as “deconstruction”), and Lyotard’s thesis concerning the end of Grand Narratives. The detailed theses on aesthetic, social, semantic and, finally, political issues are, as it seems, known primarily to philosophy experts.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 157-173
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O dekonstrukcji
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2148232.pdf
Data publikacji:
2018
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
Deconstruction
Postmodernism
Post-structuralism
Opis:
From general assumptions concerning the method of reading the text, a series of detailed implications, important both for philosophy and for social, and political reality are drawn by Derrida. One of the binary oppositions, which Derrida submits to deconstruction, is the opposition between literalism and a metaphor. Also, that opposition, according to the French thinker, after a closer examination turns out to be a myth. According to popular belief, the literal meaning of the expression takes precedence over all metaphorical use in the sense that it is the foundation upon which the metaphorical use is built. From this point of view, a metaphor is supposed to be at most an addition and an ornament, and if it is supposed to be used in philosophy, it is only in exceptional circumstances, and to facilitate the understanding of the content that the philosopher tries to explain in any way possible in a language devoid of metaphors. In accordance with the assumptions of deconstruction, Derrida reverses this order and the concept, traditionally considered subservient to its opposition, puts in the first place. First of all, he notices that a metaphor does not belong to the language of philosophy, but to the colloquial language. We could expect that in order to understand the meaning of a metaphor in a philosophical text, we should translate it into a natural language in which we will be able to discover its literal meaning. Derrida believes that the process of reaching that literality we can admittedly begin, i.e., for any philosophical metaphor we can indicate some other term that comes off as literal, however, the term, after a closer analysis, also turns out to be a metaphor for which we need to find another expression that comes off as literal, etc. The difference between a philosophical metaphor and a natural expression comes down to the superficial impression of literalness, while, as a matter of fact, the natural expressions turn out to be old, “worn-out”, as Derrida expresses, metaphors.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 261-268
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie w rodzinie – podstawa wszelkiego wychowania człowieka
Family upbringing - the basis of all upbringing of a human being
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/501455.pdf
Data publikacji:
2012
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
upringing process
family upbringing
Opis:
In the upbringing process unusually essential are parents’ attitudes towards their children. Attitudes result from the relation of three basic components: cognitive, affective and behavioural. The parental attitude - maternal or paternal - is a tendency to manifest a specific (verbal or non - verbal) behaviour towards their child, construing and thinking about him in a definite way. So in the consequence of this attitude the child is perceived, assessed and treated by mother or father as the assumed attitude conditions it. One can divide parental attitudes into two following groups: these which are recommended for the child’s harmonious development (acceptance, cooperation, giving him age-appropriate freedom, acknowledgement of his rights) and the ones which can contribute to the rise of disorders in the child’s development (attitudes: avoiding, rejecting, excessively demanding, excessively protecting). The parent’s behaviour resulting from his attitude evokes reactions in the child in the form of a definite behaviour.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2012, 2(10); 205-214
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współczesne poglądy na problematykę wychowania
Present views concerning upbringing issues
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/501507.pdf
Data publikacji:
2012
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
philosophy of upbringing
upbringing
education
contemporary education
values
Opis:
Norms and social values find their support in authority. They result from it in a certain way. They exist and are conveyed by its mediation. Equally crucial is the after-effect of the education process - its style, parental attitudes, emotional relationships between adults and children. The above mentioned deliberations depict the complexity of upbringing issues. Is there one proper recipe for upbringing? With certainty not, though one can point out several principles which are helpful in this process. They are as follows: - “never impose your views or convictions by force, - express maximum possible acknowledgement for convictions and views of a child, - never insist on your view (…) make an assumption that “I can make a mistake, but he can be right”, - beam with warmth, love, attentiveness, joy as much as possible - let a child feel distinctly that he is being loved and that everything is for his sake. Actions speak louder than words, - treat your child as gently as the pupil of the eye, - do not treat your remarks for too valuable and your methods for ideal without fault”.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2012, 1(9); 157-164
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Człowiek jako podmiot działań etycznych
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2156762.pdf
Data publikacji:
2008
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2008, 1; 5-14
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uwagi o współczesnej antropologii społecznej
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2156772.pdf
Data publikacji:
2008
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2008, 2; 57-66
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sytuacjonizm w etyce współczesnej
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2156835.pdf
Data publikacji:
2010
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2010, 1(5); 71-79
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola instytucji szkoły w XXI wieku
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158551.pdf
Data publikacji:
2011
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
philosophy of education and upbringing
teaching
methodology
school of the XXIst century
axiology
Opis:
Pupils’ cognitive activities condition their intellectual, emotional and volitional development. In this context the process of teaching is not only dry passing on knowledge, but also creation of sensitivity to beauty, as in art or nature, formation of assessment skills of aesthetical and moral values of literary works, development of patriotic feelings, inculcating democratic principles and norms of co-existence. It is closely connected with tasks and functions of intellectual upbringing. Due to it the process of teaching cannot be divided into ‘parts’ dedicated separately to formation and development of definite feelings in pupils, or features of willpower and character of one sort or another, and familiarizing with the new teaching material, that is with knowledge, skills and habits recommended by the curriculum. Practically, gaining knowledge by children and teenagers happens simultaneously with development of definite feelings and desirable features of willpower and character. It is necessary to turn an attention to the fact that much has already been written and spoken about the ‘upbringing and education teaching’ or about ‘educational values of the teaching process’ for many years.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 1(1); 145-167
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metody w szkole XXI wieku
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158572.pdf
Data publikacji:
2011
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
philosophy of education and upbringing
teaching
methodology
the XXIst century school
axiology
Opis:
Openness to new technologies and an ability to use them efficiently is a feature of the modern education. They often say about elevating efficiency of education through preparation of the youth to independent gaining and broadening their knowledge. It is necessary, however, to underline, in the light of presented threats, that it should be a critical selection of information which is found in the various kinds of sources. The present socioeconomical situation of the world creates new educational challenges. Using information and communication technologies in our country becomes widespread, first of all, thanks to schools and young generations. The youth belong to the largest group of the computer and Internet users. School has already been criticized for many years mainly for this that using coercion against pupils plays an essential role in it. Criticism also concerns the education of the ‘theoretical man’. Such an approach resulting from that school in reality does not lead to the pupil’s development because only learning resulting from the internal need can lead to it.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 2(2); 121-139
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie instytucjonalne
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158591.pdf
Data publikacji:
2012
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
education
pedagogy
New Pedagogy
Opis:
The author of the above paper characterizes institutional education. Particular attention is paid to the idea of the New Pedagogy.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2012, 1(3); 221-228
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O błędach popełnianych w wychowaniu
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158633.pdf
Data publikacji:
2012
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
education
errors
Opis:
Among the major causes of parenting errors, the author identifies: - literal copying of experiences from the family home, - thoughtless imitation of others‘ behavior, - meeting all the needs of the child, - excessive concentration of attention on the child, binding child aspirations unreasonable.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2012, 2(4); 197-204
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ю.М. Лотман. Теория текста
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158681.pdf
Data publikacji:
2013
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
philosophy
Lotman
tex
theory
Opis:
Of the variety of language problems of one of the most important is the problem of meaning. On the question, what is the value, you can immediately give an approximate answer, saying that the value it's what the sign says. Such a definition of values is acceptable, provided that we know what the sign, ie definition of value requires a definition of the linguistic sign. Science deals with the study of the value semantics, it is closely related to the study of properties of objects to perform the function of signs, the creation of the general theory of signs in all their manifestations, that is the task of science of semiotics, which is a synthesis of philosophical, linguistic and cultural ideas. The relevance of the study of semiotic concepts due to the special status of the language in the context of the humanities. Semantics and semiotics have a relatively young age in the status of a particular area of scientific knowledge. Its birth can be dated to the beginning of the last century, when they saw the light of the work of Charles Peirce, Charles Morris and F. de Saussure. Along with the increasing interest in the language increases the need for systematization of methodological approaches and understanding of the mosaic view of language, which is difficult to reconstruction and description. Hardly having registered as a scientific discipline, semiotics quickly disintegrated into many private semiotician, where its philosophical content pushed aside.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2013, 2(6); 315-334
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ю.М. Лотмана, cемиосфера в теоретико-методологической концепции
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2158732.pdf
Data publikacji:
2013
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
cemiosfera
philosophy
Y.M. Lotman
Opis:
Approach to assessing the scientific activities of Yuri Lotman terms of its relationship to semiotics, should pay attention to the history of the development of ideas about this area of knowledge. The basic principles of semiotics formulated in the nineteenth century, the American philosopher Charles Sanders Peirce. In the twentieth century semiotics took linguistic bias influenced by the ideas of the founder of structural linguistics of Ferdinand de Saussure and the founder of the Danish linguistic structuralism Louis Elmeleva (structural linguistics), and philosophical bias influenced by the ideas of the American philosopher Charles Morris. In 1960-1970, two years formed the school of semiotics. Among the active members of the French school is usually referred Claude Levi-Strauss, Algirdas Greimas, Tzvetan Todorov, Roland Barthes and his apprentice Julia Kristeva. Another school the so-called Tartu-Moscow, which is represented by the names of YM Lotman, ZG Mintz, I.A.Chernova (Tartu), VN Topo, Viacheslav. Ivanov, BA Assumption, II Revzin (Moscow). In Russia, the most comprehensive and consistent development of the idea of structural and semiotic school got in the works of Yuri Lotman (1922-1993). He made an enormous contribution to cultural studies for his research in the field of Russian culture in many of its fields in terms of semiotics. At the same time he is credited with the development of the general theory of self-culture, which Lotman considered as an open system of signs and structures. He believed that this system includes a natural language in addition to many other symbolic systems, including all forms of art. It is important that the culture this "text", there is always a certain "context", and the mechanism that creates an infinite variety of cultural "texts", and long-term collective memory selectively transmitting in time and space of intellectual and emotional information. In this sense, the work is of great importance YM Lotman's "Culture and Explosion" (1992), in which he explored the positions of semiotics distinction between "explosive" socio-cultural processes in Russia, with its controversial dihotolineynoy culture and Western culture, which is characterized by a more gradual and less destructive development.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2013, 1(5); 197-217
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tadeusz Czeżowski – obszary filozofowania
Tadeusz Czeżowski – areas of practising philosophy
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2233282.pdf
Data publikacji:
2022-12-22
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
Tadeusz Czeżowski
filozofia
nauka
historia filozofii
filozofia polska
Czeżowski
philosophy
science
history of philosophy
Polish philosophy
Opis:
Artykuł przedstawia poglądy Tadeusza Czeżowskiego, który był jednym z najwybitniejszych przedstawicieli szkoły lwowsko-warszawskiej. Sformułował szereg reguł określających sposób postępowania w nauce. Najważniejszym wnioskiem jest stwierdzenie, że także teorie metafizyczne mają określoną strukturę logiczną, czyli są interpretacjami logiki, nic zatem nie stoi na przeszkodzie, by również metafizykę uznać za dziedzinę nauki. Według Czeżowskiego istnieją dwa rodzaje teorii etycznych: etyka empiryczna oraz etyka dedukcyjna. Czeżowski jednak nie podjął próby stworzenia własnego systemu etycznego.
This article presents the views of Tadeusz Czeżowski, who was one of the most prominent representatives of the Lviv-Warsaw school. He formulated a number of rules defining the rules of conducting science. His most important conclusion is that also metaphysical theories have a specific logical structure, i.e. they are interpretations of logic, therefore there is nothing to prevent metaphysics from also being considered as a branch of science. According to Czeżowski, there are two types of ethical theories: empirical ethics, and deductive ethics. Czeżowski, however, did not attempt to create his own ethical system.
Źródło:
Galicja. Studia i materiały; 2022, 8: "Filozofia w Galicji III"; 225-235
2450-5854
Pojawia się w:
Galicja. Studia i materiały
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie poprzez instytucje szkoły
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2141382.pdf
Data publikacji:
2011
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
upbringing and education
school
child
teacher
philosophy of upbringing and education
theory of upbringing and education
Opis:
Contemporary psychology ascribes a very important role to both upbringing and teaching-learning processes in psychical development. It is indicated that a child’s personality is being shaped as a result of this influence. The most intensive development obviously concerns the youngest children because both psyche and organism of the child are distinguished by large plasticity in the period of early childhood. The elementary regulating mechanisms based on impulses and emotions dependent on functions of the subcortical centres are shaped in this period. The small child’s behaviour is still little organized, changeable and impulsive. The child is mainly guided by emotions. Children acquire their basic orientation to the world in the first school years, at the level of primary teaching, and first of all, in their closest environment. They gain knowledge about reality by means of free observations of concrete objects and phenomena turning gradually tasks carried out in the form of fun into didactic activities, i.e., to planned and regular learning and teaching. The child should be already prepared to live an individual life in a democratic society since early childhood where co-existence is guarded by wise principles of co-operation. Pupils’ preparation to the individual life is also necessary. Formation of proper attitudes, personality, and skills and knowledge is the most important general aim of upbringing accomplished at school. School supports families in these areas and supplement their influences. Up to now a practical example stirring up plenty of controversy in the environment of both parents and teachers has been for instance Personal Health and Social Education. Therefore we say about three phases of the professional attitude of teachers which they are going through while learning to teach. The first phase consists of attitude of acting how to survive a teacher who has just taken a job is mainly concerned with survival. He worries about assessment of his interpersonal relationships, and whether superiors and pupils will grow fond of him. The second phase is his attitude to a didactic situation. In that phase teachers already habitually fulfil certain tasks and carry out definite actions. Teachers’ attention and energy are transferred to the process of teaching itself. Last stage is achievement of professional maturity and an attitude towards pupils. In this phase teachers try to use more methods and strategy so that pupils could understand presented issues. The functions of improvement of professional skills by teachers should be correlated with supporting top-down educational reforms.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 1(6); 329-368
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
«Культура и взрыв». Ю.М. Лотман о переходных состояниях в культуре
“Culture and explosion”. Y.M. Lotman of transition states in culture
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2135334.pdf
Data publikacji:
2013
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
culture
philosophy
state
Opis:
In one of his fundamental works YM Lotman raises a wide range of issues of concern with semiotics. He believes that the main issues describe any semiotic system are, first, it is relevant to the system, to the world that lies beyond, and secondly, the ratio of static to dynamic. The last question could be formulated as follows: how the system while remaining itself, may develop. Both of these issues are among the most fundamental and also the most difficult. Semiotics - the science, which with great clarity reflected some features inherent in any scientific thinking. One of the important features of science is that it is often referring to the seemingly obvious and simple, it reveals the complexity and incomprehensibility. YM Lotman clear idea in his scientific work, that science is not always makes the unknown into the known, often doing the exact opposite. The history of science shows that it is often not aims to give as many as possible. Many of the great thinkers of the past, since at least from Socrates proceeded from the fact that the correct formulation of the question and the correct line of reasoning are often more valuable than ready, even if the correct answers, but not verifiable.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2013, 2(11); 241-260
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Юрий Михайлович Лотман – человек, мыслитель, педагог
Yuri Lotman ‒ a man, a thinker, teacher
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2135454.pdf
Data publikacji:
2013
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
teacher
Yuri Lotman
philosophy
Opis:
In the history of Soviet philosophy of science Yuri Lotman has a place because it is a world-class thinker, whose writings and in its content and in its form received recognition as a literary and philosophical communities. As usual in the stencil write articles for the general public, journalists, name YM Lotman needs no introduction. Indeed, a broad post-Soviet space of literary, cultural and educated middle-aged and older few such who would have never heard or seen his name in print. However, that should also be taken as a fact, and the name of the sphere of professional activity Juri Lotman likely know firsthand, having little idea about the main topics of the nature and philosophical and ideological direction of his works. However, educated people and those who have a clear idea about this thinker, probably not quite imagine what is actually was a multiplicity of interests and scientific research Yuri Mikhailovich Lotman.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2013, 1(10); 199-219
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ryszard Kapuściński jako filozof
Ришард Капустински как философ
Ryszard Kapuściński as Philosopher
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/497428.pdf
Data publikacji:
2009
Wydawca:
Stowarzyszenie Filozofów Krajów Słowiańskich
Źródło:
ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich; 2009, 9; 345-371
1642-1248
Pojawia się w:
ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problem kadry nauczycielskiej w nowoczesnej szkole XXI wieku
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2141029.pdf
Data publikacji:
2011
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
philosophy
pedagogy
creativity
school
upbringing
education
Opis:
The modern teacher should think creatively, help students in their independent thinking and action. They should have broad and deep knowledge and extensive skills and competencies. Teachers’ qualifications fall into four basic groups: • above-professional skills – this is the basic knowledge, skills and psychophysical qualities needed to work effectively as a teacher, • general professional qualifications – it is the knowledge, skills and psychophysical characteristics which provide direction in order to complete tasks in a specific area of working as a teacher, • basic professional qualifications – this is – the knowledge, skills and psychophysical features that enable the effective completion of typical professional tasks specific to the teaching profession, • specialist qualifications – specific, less common requirements in the area of knowledge, skills, and psychophysical features that allow the completion of specialized tasks as well as performance of unusual professional functions. The tasks of the teacher, among other things, include: working with gifted and talented children, developing their knowledge and skills, attitudes formulation, teaching and educational work interdiscipline. It is also worth paying attention to the results of research conducted at the University of Texas in the late sixties and seventies, the author of which was Frances Fuller. On the basis of her studies, she developed a characterization of the three phases of professional attitudes of teachers, through which they pass while learning to teach. The first phase is to focus on survival – any teacher who starts his/her job cares mostly only about how to survive. They are concerned about how their interpersonal relations look like, and whether their supervisors and students will like him/her. The second phase is to focus on the actual situation of teaching. It is in this phase that teachers routinely fulfil certain tasks and carry out certain actions. The attention of teachers, and their energy, is transferred on the teaching process itself. The last step is to reach professional maturity, and focus on the pupil. In this phase, teachers try to use more methods and strategies so that their students understand issues presented. Any functions concerned with teacher training should be linked with topdown educational reforms support.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 2(7); 125-135
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social principles in the context of business ethics
Autorzy:
Slomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2131578.pdf
Data publikacji:
2015
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
ethics
business ethics
social principles
Opis:
In order to live a human being needs other people and they in return need him or her. This general truth acquires particular significance when a person has to face some critical situation and becomes dependant on the help from others, be it for bad health condition, for social, economic or other reasons. The primary and fundamental precondition of successful handling of any critical situation therefore is the knowledge of the mystery of human being, his/her value and dignity. This, in my opinion, can only be achieved via thorough application of basic social principles in everyday praxis. The values stemming from these principles are derived from and reflect human nature; they aren’t mere objects of a certain faith but appear comprehensible by reason too.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2015, 2(17); 137-145
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Derrida i Lyotard. Obok siebie
Autorzy:
Słomski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2148221.pdf
Data publikacji:
2018
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
Deconstruction
Postmodernism
Post-structuralism
Opis:
The present reflections will be devoted to the philosophies of Jacques Derrida and Jean- François Lyotard. We will attempt here to identify differences and similarities both between these two thinkers, and among the philosophical movements which their deliberations have given rise to. In the beginning, it is obviously necessary to make some terminology standardization, because such terms as “deconstructionism,” “post-structuralism” or “postmodernism” are sometimes used in various meanings, and are often the matter at issue. As a consequence of ambiguity of all these concepts, is the fact that individual authors are included either in post-structuralism or postmodernism, even when they have dissented themselves from belonging precisely to those philosophical currents.
Źródło:
Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 147-155
1730-0266
Pojawia się w:
Prosopon. Europejskie Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 35

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