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Wyświetlanie 1-10 z 27
Tytuł:
Beckett: a Critical Problem
Autorzy:
Colerick, Edward
Powiązania:
https://bibliotekanauki.pl/articles/1826715.pdf
Data publikacji:
2019-07-02
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
Formalism
Poststructuralism
Postmodernism
Schopenhauer
Knowing
Known
Opis:
The article explores the polarisation within the body of twentieth century criti-cism surrounding Samuel Beckett’s work: A polarisation between strict forma-list approaches which tend to see Beckett as very much part of a modernist tradition and poststructuralist theorists who seek to categorise his work in terms of postmodernism. As an unfortunate result of extreme critical standpoints, the philosophical thinking of Schopenhauer, which had such a profound and lasting influence on both Beckett’s approach to writing as well as to the theatre, has been largely ignored or simply pushed to one side.
Źródło:
Conversatoria Litteraria; 2019, 13; 247-257
1897-1423
Pojawia się w:
Conversatoria Litteraria
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dlaczego zwierzęta coś wiedzą? Zarys socjobiologicznej koncepcji wiedzy
Why Animals Know Anything? An Outline of The Sociobiological Idea of Knowledge
Autorzy:
Urbaniak, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/31343637.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Instytut Filozofii i Socjologii PAN
Tematy:
socjobiologia
logotaksja
neofilia
ewolucja
wiedza-że
wiedza-jak
sociobiology
logotaxis
neophilia
evolution
knowing-that
knowing-how
Opis:
Artykuł rekonstruuje pojęcie wiedzy w perspektywie socjobiologicznej. Koncentruję się na wybranych, reprezentatywnych stanowiskach, które rozumieją fenomen wiedzy w kontekście zjawisk logotaksji, neofilii, intencjonalności oraz tzw. teorii umysłu. Celem jest poddanie w wątpliwość pojęcia podmiotu wiedzy, jaki funkcjonuje w tradycyjnej epistemologii i antropologii filozoficznej, oraz poszerzenie zasięgu oddziaływania socjobiologicznej koncepcji poznania i wiedzy we współczesnej filozofii. Artykuł zawiera uwagi metodologiczne; analizę logotaksji jako naturalnej tendencji organizmów do poszukiwania i pochłaniania informacji, charakterystykę neofilii, czyli naturalnej skłonności do stałych zachowań eksploracyjnych, krytyczną dyskusję dotyczącą występowania zjawiska wiedzy i metapoznania wśród zwierząt pozaludzkich; podsumowanie rozważań.
The article reconstructs the notion of knowledge in the sociobiological perspective. This perspective focuses on some selected, representative views, which grasp the phenomenon of knowledge in the context of logotaxis, neophilia and intentionality phenomena and the so-called theory of mind. One of basic aims of the so chosen context is the impeachment of the notion of knowledge subject that functions within traditional epistemology or philosophical anthropology, and the extending of the influence of sociobiological idea of cognition and knowledge in contemporary philosophy. The paper includes introductory methodological remarks, the analysis of logotaxis as a natural tendency to search and absorb some information, the analysis of neophilia as a natural predisposition to permanent exploratory behaviours; a critical discussion on the occurrence of knowledge phenomenon and metacognition among non-human animals; and a recapitulation of the considerations.
Źródło:
Filozofia i Nauka; 2017, 5; 253-269
2300-4711
2545-1936
Pojawia się w:
Filozofia i Nauka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wiem, to znaczy, że jestem lub nieprzezwyciężone poczucie wartości samego siebie (refleksja antropologiczno-psychologiczna)
Autorzy:
Maturkanič, Patrik
Powiązania:
https://bibliotekanauki.pl/articles/2130834.pdf
Data publikacji:
2018
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
human-homo
human being
knowing thyself
psychology
Opis:
The intention of the presented scientific contribution is to show, from an anthropological - psycho- logical point of view, the insurmountable value of the human being and its greatness. On the basis of eight established aspects, we recognize the diametrical differences between humans and other living organisms. Only humans (homo) can carry a number of attributes that are derived from their unique universal capabilities, as proven by the eight subchapters of this study. There is no doubt that knowing the value of the self in relation to our own self-worth (I know, therefore I am) is undoubtedly the most fundamental goal of our human “path”.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2018, 4(31); 39-46
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Freud, Stern and McGilchrist: Developmental and Cultural Implications of Their Work
Autorzy:
Burston, Daniel
Powiązania:
https://bibliotekanauki.pl/articles/451441.pdf
Data publikacji:
2019-07-31
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Tematy:
psychoanalysis
modes of knowing
hemispheric dominance
modernity
postmodernism
Opis:
“Human beings have two fundamentally different ways of thinking about and engaging with the world.” Some variant of this proposition is shared by many thinkers across time. This paper focuses on the core similarities and the subtle (but significant) differences between Freud’s theory of primary and secondary processes, Karl Stern’s theory of the scientific and poetic modes of knowledge and Iain McGilchrist’s account of the differences between left and right-hemispheric competences, values and ways of “being-in-the-world”. It asks whether (or to what extent) the collective tendency to privilege one “way of knowing” over another promotes or inhibits optimal human development and cultural change and transformation.
Źródło:
Eidos. A Journal for Philosophy of Culture; 2019, 3, 2(8); 109-123
2544-302X
Pojawia się w:
Eidos. A Journal for Philosophy of Culture
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Patočka and Socratic knowing of the unknown
Autorzy:
Stojka, Róbert
Powiązania:
https://bibliotekanauki.pl/articles/665266.pdf
Data publikacji:
2016-07-04
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Patočka
Socrates
knowing
history
historicity
philosophy of history
Opis:
Socrates as a philosopher is present in Patočka’s thinking in irreplaceable manner, and in all periods of his philosophical life. Patočka mainly accepts the Socratic idea of knowing the unknown. He is developing this idea step by step throughout the various periods of his philosophical work. Socratic knowing of the unknown, transformed through the problematisation and the moment of negativity successively into the principle of historicity, means for Patočka the essential resort for his own conception of philosophy of history in its top form. Within this conception he is attempting for a new, historical understanding of the sense of human life, and also of the sense of history. For Patočka, the history is understood on the basis of constant problematisation, it’s infinite, unresolved and opened – but it must remain this way, if we don’t want to think about the end of history.
Źródło:
Folia Philosophica; 2016, 37
1231-0913
2353-9445
Pojawia się w:
Folia Philosophica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Scientia Fidei – Science or Life?
Autorzy:
Sienkiewicz, Edward
Powiązania:
https://bibliotekanauki.pl/articles/2150215.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
knowledge
faith
science
truth
love
knowing
reason
practice
philosophy
Opis:
A particular aspect of theological knowledge, which arises from the intellectual search based on faith, is the exceptionally favorable opportunity it provides to overcome the antimonies of science and life. After all, theology not only engages reason and faith but also the will and love. On this basis, scientia fidei (science of faith) claims to make sense of everything, meaning of wisdom, at the center of which can be found truth and life, which both accord with it. Moreover, any systematic reflection on faith should take place within specific context that is understood as its basic challenge. This does not mean that it is possible to evaluate or correct the faith according to so-called “life experience”, but rather that life can be ordered according to faith. In other words, any interest in human agere (act) should not lose sight of esse (being). From this point of view, science of faith should not only resolve the tension between rational knowing and mystery, but also protect against one-sidedness and superficiality through competent and particular knowledge that defines who man is and determines how he should act. A utilitarian approach to empirical science as well as contemporary philosophy, which does not consider wisdom and the question of truth, is incompetence in this regard.
Źródło:
Rocznik Teologii Katolickiej; 2020, 19; 67-80
1644-8855
Pojawia się w:
Rocznik Teologii Katolickiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Socio-pedagogical knowledge expertise across the social care sectors in Northern Europe
Autorzy:
Irena, Dychawy Rosner,
Powiązania:
https://bibliotekanauki.pl/articles/893000.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
welfare regimes
professionalization
social pedagogy
social work
doing knowing
Opis:
A major challenge in contemporary welfare societies is the delivery of services affirming people’s expectations for their life standard, health and social care services. For decades, there has been a search to understand new ways of conceptualising social pedagogy as a field of practice, as a theory, and as a programme design and implementation. Despite the growing body of literature on social pedagogy, to date, little has been written on the subject of the unique complexities of social pedagogy knowledge expertise when bridging the supporting relationships between an individual and the social dimensions in his/her world. Based on research conducted in Northern Europe, particularly focusing on Denmark and Sweden, the aim of this special issue of International Journal of Papers of Social Pedagogy (PSP) on Contemporary Issues in Social Pedagogy in Northern Europe is to convey the central importance of social pedagogy for the study of vitality and diversity behind social pedagogy thought. The presented research projects in this special issue are, in their foundation, associated with a constructivist approach that views the body of knowledge development as an active and cooperative process of knowledge construction and its application in social pedagogy discipline. This article intends to provide a general perspective concerning the presence of various knowledge forms according to the search for, and implementation of, thinking and acting in a social pedagogy inspired way, and working under various conditions.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 5-13
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intuicja jako typ poznania, wiedzy i dyspozycji
Intuition as a Type of Knowing, Knowledge and Faculty
Autorzy:
Walczak, Monika
Powiązania:
https://bibliotekanauki.pl/articles/577860.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
FACULTY
HISTORY OF THE CONCEPT OF INTUITION
INTUITION
KNOWING
KNOWLEDGE
Opis:
This paper is a part of my research into the history of the concept of intuition and the category of insight in the writings of Canadian philosopher and theologian Bernard Lonergan (1904-1984). Philosophical discussions make use of many partly or totally different concepts of intuition, and the variety of those concepts is related to many aspects of intuition: the type of 'object' that intuition is; the way intuition grasps its object; its epistemic functions, etc. From the metatheoretical point of view the question is: historically, what type of 'object' (designatum) was denoted by the term intuition and its foreign language counterparts? In employing the term designatum of 'intuition' I am looking for more general categories for intuition. In classical terms, it is about finding the genus proximus for intuition. I distinguish and characterize three basic types of denotation of the term intuition: 1) (intuitive) knowing, as a cognitive act (for example insight), or as something that is not an act, or as a process; 2) (intuitive) knowledge, as propositional knowledge (propositions, beliefs) or as non-propositional knowledge (knowledge-how or knowledge by acquaintance), and 3) faculty (for example intellect) or ability (disposition) of mind to produce intuitive knowledge.
Źródło:
Zagadnienia Naukoznawstwa; 2011, 47, 2(188); 127-145
0044-1619
Pojawia się w:
Zagadnienia Naukoznawstwa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Spinning Them Off: Entrepreneuring Practices in Corporate Spin-Offs
Autorzy:
Hydle, Katja Maria
Meland, Kjersti Vikse
Powiązania:
https://bibliotekanauki.pl/articles/475187.pdf
Data publikacji:
2016
Wydawca:
Fundacja Upowszechniająca Wiedzę i Naukę Cognitione
Tematy:
knowing
practices
practical understanding
korporacyjne firmy spin-of
wiedza
praktyki
Opis:
This paper focuses on the practices between parent and child firms in corporate spinoffs. We uncover the enacted aspects of knowledge, called knowing, through theories from seven cases of incumbent-backed spin-offs and find that the management of the parent firms are highly involved in the spin-offs. The practices associated with spinning off are solving problems, involving multidisciplinary expertise and entrepreneuring management at the parent firm. We contribute to the spin-off literature by discussing the knowledge required for successfully spinning off child firms and to practice theory by empirically uncovering the practical understanding involved in the origin and perpetuation of an organization.
Źródło:
Journal of Entrepreneurship, Management and Innovation; 2016, 12, 1; 57-73
2299-7075
2299-7326
Pojawia się w:
Journal of Entrepreneurship, Management and Innovation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pulsujące metafory dydaktyki w kleszczach języka. O lingwistycznych blokadach konstruktywistycznej zmiany w kształceniu
Pulsating metaphors of didactics in the tongs of the tongue. On the linguistic blockades of constructivist change in education
Autorzy:
Męczkowska-Christiansen, Astrid
Powiązania:
https://bibliotekanauki.pl/articles/1387045.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
constructivist didactics
instructional didactics
knowledge/knowing
learning
education
linguistic analysis
linguistic metaphor
Opis:
The content of the article includes analyses of the linguistic plane of the reception of constructivist didactics, carried out in order to seek a partial answer to the question: why does the paradigmatic change in the area of school education in Poland, which has been intensively postulated by scientific circles over the last thirty years, not materialise in the space of contemporary educational practices in their institutional settings? In particular, the subject of analyses refers to the dominant – “instructive” – linguistic level of general didactics, with regard to such concepts as: education, learning, knowledge. The purpose of the linguistic analyses was to show how the existing constellations of didactic metaphors have hindered the conceptualisation and reception of ideas coming from constructivist positions.
Źródło:
Problemy Wczesnej Edukacji; 2020, 51, 4; 87-98
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 27

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