Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Understanding" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 273
Tytuł:
Understanding without Explanation: A Still Open Issue
Autorzy:
David-Rus, Richard
Powiązania:
https://bibliotekanauki.pl/articles/2142959.pdf
Data publikacji:
2021-10-31
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Tematy:
scientific understanding
understanding without explanation
Opis:
This paper takes a stance in the debate concerning scientific understanding. It claims that the case for a specific type of understanding, understanding without explanation (UwE), is still open, despite the tendency in the current literature that might suggest otherwise. The paper begins by situating the distinction between an explanatory and non-explanatory understanding in the debate on understanding by introducing Lipton’s account of UwE. The paper then discusses the significance of Lipton’s proposals for the debate and argues that Kelp’s interpretation does not exhaust the challenge they pose to any theory of understanding. The paper then examines the best articulated critique of Lipton’s account provided by Khalifa and rejects it as inadequate. It ends by sketching out a list of positive reasons that support the continued examination of UwE.
Źródło:
Filozofia Nauki; 2021, 29, 3; 89-106
1230-6894
2657-5868
Pojawia się w:
Filozofia Nauki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
International Mindedness in Education
Autorzy:
Lacarte, Agustina
Powiązania:
https://bibliotekanauki.pl/articles/454244.pdf
Data publikacji:
2018
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
mindedness
intercultural understanding
Opis:
In this paper we will explain what International Mindedness is, why we should teach it and how. International Mindedness could be understood as an interest in problems that require the efforts of different people and nations in order to be successfully resolved. As educators, we not only want our students to be aware of global issues, but to actually care about them. If they are the ones who will lead the next generations as scientists, politicians, or economists, they are the ones who can contribute to the end of certain practices, such as student drop out or global warming. So, as teachers, we have to give them the necessary skills, abilities and knowledge to help them deal with personal and global issues that will contribute to a more tolerant and peaceful world.
Źródło:
Multidisciplinary Journal of School Education; 2018, 14; 87-98
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reading and Understanding Texts
Autorzy:
Podlasińska, Ilona
Powiązania:
https://bibliotekanauki.pl/articles/916847.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading
understanding texts
Opis:
The ability to read effectively is essential to the success in life. Unfortunately many students experience difficulty in mastering this skill. That is why in this article I have presented certain techniques which can help to develop and improve the students' reading skills. Reading is widely considered to be a passive process whereas it is an active and involving one. To be able to read effectively, the reader must work out what they want to achieve and how well they are progressing. Reading is an active and interactive process involving many skills. Therefore the teacher's role in enhancing the reading skills is enormous.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 105-115
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Understanding the concept of empathy in relation to nursing
Autorzy:
Marcysiak, M.
Dąbrowska, O.
Marcysiak, M.B.
Powiązania:
https://bibliotekanauki.pl/articles/1916676.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Medyczny w Białymstoku
Tematy:
Understanding
concept empathy
nurses
Opis:
Purpose: To understand the concept of empathy by nurses, get to know the importance of empathy in performance the work of a nurse and to determine the ability of empathy among nurses. Materials and methods: The study group consisted of 100 nurses (females and males) working in hospitals and clinics in Mazovia province. The control group consisted of 100 persons engaged in office work. A diagnostic survey method was used in the research. The research tools were: Davis’ Interpersonal Reactivity Index, Emotional Control Scale and a questionnaire prepared by the team concerning the concept of empathy in the opinion of nurses and presenting their opinion on the importance of empathy in personal contact with the patient. Results: The level of knowledge on empathy among nurses is on the average level. The average score on this scale was 17.35 (SD=3.40). Almost 85% of the respondents claimed that empathy is equal with compassion shown to the other person - the patient. Empathy was often confused with the show of compassion. There are significant differences between the level of empathy of nurses and the control group. The differences relate to the results in the scale of perspective-taking and the scale of empathic concern. Nurses often are able to feel the experience of others, and appear to concern the other (p<0.05). Understanding empathy is associated with more frequent displaying the feeling of anger. This is a positive feature, because those people had a better self-awareness and their experiences, including anger. They could express it on the outside, usually in the socially acceptable way. It was similar with those who were convinced of the positive impact of experiencing emotions during the healing process. Conclusions: Empathy is a positive factor influencing the quality of conducted nursing work. Steps should be taken to introduce workshops of interpersonal skills as a module in the nurses’ training course
Źródło:
Progress in Health Sciences; 2014, 4, 2; 75-81
2083-1617
Pojawia się w:
Progress in Health Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pięć koncepcji dialogu
Autorzy:
Tadeusz, Gadacz,
Powiązania:
https://bibliotekanauki.pl/articles/892489.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
dialogue
communication
understanding
hermeneutics
Opis:
Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 75-91
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of categorization in understanding
Autorzy:
Piłat, Robert
Powiązania:
https://bibliotekanauki.pl/articles/703064.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
categorization
understanding
explanation
hermeneutics
Opis:
In this article, I am examining the role of categorization in understanding. The problem arises from well-known distinction between explanation and understanding, which has been for a century pursued in hermeneutic tradition. Categorization belongs to explanatory endeavor and its role in understanding is unclear. In order to delimit the scope of inquiry I am focusing on the weakest kind of categorization, so called categorization ad hoc. I am examining the hypothesis to the effect that categorization plays its role in hermeneutic circle as some sort of pre-understanding. Eventually, however, I reject this hypothesis. It is because it leads to hermeneutic paradox: The notion of pre-understanding has a meaning only in the context of full-fledged understanding, which is an unattainable ideal. Such ideal cannot be used as a personal criterion of the quality of one’s understanding. There is a tension between the feeling of understanding and the scarcity of personal means to justify this feeling. I am suggesting that similar, albeit weaker effect occurs also in more elaborate, scientific categorizations. What is really wrong in the passage from categorization to understanding is some form of self-understanding: We do not know whether we understand better, or at all when we put some categorical order onto our experience. We do not seem to have the required meta-understanding.
Źródło:
Nauka; 2017, 3
1231-8515
Pojawia się w:
Nauka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pięć koncepcji dialogu
Autorzy:
Gadacz, Tadeusz
Powiązania:
https://bibliotekanauki.pl/articles/1789836.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
dialogue
communication
understanding
hermeneutics
Opis:
Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 75-91
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The issue of intellectual intuition in metaphysics
Autorzy:
Piętka, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/1070366.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
intuition
meaning
understanding
separation
Opis:
The article presents problems of intellectual intuition in metaphysics from a semiotic point of view. There are various types of intuition in philosophy: rational intuition, irrational intuition, and sensual intuition. All of them are immediate ways of cognition. Classical metaphysics uses intellectual intuition as its main method to find out and justify its statements. The main problem of intellectual intuition is an intersubjective approach to the object of metaphysics. The main aim of this paper is the objectivization and rationalization of intellectual intuition in language. The semantic notion of meaning and the pragmatic notion of understanding are the fundamental tools which are used to translate the issue of intuition from the subject-ma$er level into the language level. This operation allows to look at intuition in a non-psychological manner. It enables the objectivization of the method of intellectual intuition in the light of the understanding of meanings.
Źródło:
Studia Philosophiae Christianae; 2020, 56, S1; 165-185
0585-5470
Pojawia się w:
Studia Philosophiae Christianae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Factual and experiential understanding as the goals of the 21st century education
Autorzy:
Jankowska, Dorota Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/45253115.pdf
Data publikacji:
2024-01-14
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
goals of education
educational policy
pedagogy of the humanistic paradigm
pedagogy of the positivist paradigm
understanding
factual understanding
experiential understanding
Opis:
The author draws our attention to the importance and complexity of developing learners' understanding as the goal of education. Her starting point is the proposal of distinguishing two types of understanding, arising from different paradigms and highlighting different aspects of this process. She distinguishes factual understanding, which is the focus of traditional pedagogy embedded in the positivist paradigm, which comes down to the mental process of updating knowledge about objective reality, and experiential understanding, the importance of which is recognized by humanistic pedagogy, which assumes that the world available to a man is a reality of values and meanings, and the process of understanding should be considered as a feature of the human way of being, consisting in their constant interpretation. In the context of this duality of meanings of understanding, she considers the presence of factual and experiential understanding in the teleological pedagogical discourse - creating goals for the 21st century education. For this purpose, she reflects on leading international educational reports and documents regarding the education system in Poland (educational reports and provisions of legal acts), as well as recalls the classic taxonomy of goals, which is a model for practitioners in formulating educational goals. The analyzes lead to the conclusion that while at the level of setting the final goals, the importance of education in understanding the world in the sense of experiential understanding is indicated, this perspective changes at the level of intermediate and specific goals, where understanding has only material connotations.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2023, 10, 2; 41-51
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The deaf humanist. Can music philosophy educate listeners today?
Autorzy:
Chęćka, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1197970.pdf
Data publikacji:
2018-02-01
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
music
listening
understanding
humanistic education
Opis:
RESEARCH OBJECTIVE: This article is intended as a contribution to discussion on the role of music philosophy in educating contemporary participants in the world of culture. From a broader perspective, it fosters reflection on the condition of the humanities today. THE RESEARCH PROBLEM AND METHODS:The author makes use of traditional literary studies, employing, as a music philosopher, a speculative method and availing herself of the tools of analytical philosophy; she also refers to the empirical experiences of musicians and listeners. THE PROCESS OF ARGUMENTATION: The argumentation is based on metacritical analysis of the subject literature within the scope of trends and challenges in music philosophy. The author considers the possibility of educating sensitive and active receivers of classical music. She invokes the reflection of the philosopher Peter Kivy in light of the discussion carried on with him by James O. Young and Jerrold Levinson. Irrespective of their differences of opinion, these philosophers all emphasised the role of the aesthetic education of the listener. The author highlights points on which the philosophers’ dispute is merely superficial. RESEARCH RESULTS: The subject literature is dominated by the analytical model. This results partly from the obligation to imitate the sciences that weighs upon the humanities and also from subjecting the results of humanistic reflection to processes of parametrisation. Music philosophy and musicology are increasingly divorced from live experience and are turning into elite disciplines, reserved solely for a narrow group of specialists. Therefore, we should aspire to specifying how the academic goals of music-related study can be reconciled with the mission of disseminating the culture of listening to music and understanding it. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The idea of interdisciplinary reflection on the experiencing of music should be promoted among scholars (musicologists and music philosophers).
Źródło:
Horyzonty Wychowania; 2017, 16, 40; 161-171
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Why it is the way it is? The role of thinking, diversity, chance and egoism. Dilettante considerations and conclusions
Dlaczego jest tak, jak jest? Rola myślenia, różnorodności, przypadku i egoizmu. Rozważania i wnioski dyletanta
Autorzy:
Kisielow, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/2121208.pdf
Data publikacji:
2022
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
thinking
understanding
diversity
chance
egoism
Opis:
The essay contains author’s reflections on the relationship between thinking and understanding as well as the role and significance of diversity, chance and egoism in human life and in shaping the social reality of the Homo sapiens species.
Źródło:
Nauka; 2022, 1; 93-97
1231-8515
Pojawia się w:
Nauka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki
Autorzy:
Maria, Reut,
Powiązania:
https://bibliotekanauki.pl/articles/892409.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
hermeneutics
understanding
ethics
Opis:
The article analyses chosen extracts from the debate about philosophical qualities of pedagogical thinking. It presents the possibility of ethical reflection inspired by contemporary hermeneutical philosophy. This hermeneutical perspective comprehends understanding not only as one of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma, dramatic quality and openness of pedagogical activity are underlined, as well as the impossibility of boiling down the justifications of that activity to the sphere of applications of theories. It indicates that hermeneutics opened (pedagogical) thinking towards such perspective on the relationship between the external order and duty and action, which frees from both: the dichotomy of romantic release versus passive subjection, as well as from the dilemma of the rational emancipation versus conditioned consent to surrender. It does not, however, give an external solution and does not diminish the importance of choice. It emphasises the individual character of moral choice and the importance of freedom and at the same time does not leave the man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is not an abandoned, lonely subject.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 34-44
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dystans czasowy a fenomen rozumienia
Temporal distances and phenomenon of understanding
Autorzy:
Badura, G.
Powiązania:
https://bibliotekanauki.pl/articles/323700.pdf
Data publikacji:
2013
Wydawca:
Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Tematy:
rozumienie
dystans czasowy
understanding
time distance
Opis:
W artykule podejmowane jest zagadnienie dziejowo określonego rozumienia. W przyjętej tu perspektywie hermeneutycznej podmiot rozumiejący musi uświadomić sobie własną dziejowość i dziejowość swojego sposobu rozumienia, by odkryć prawdę o przedmiocie poznawanym. Co więcej, to właśnie zakorzenienie w dziejowej tradycji usprawnia nas do rozumienia w ogóle.
The hermeneutical approach raises the relevance of concioussness of twofold relationship between understanding and historical tradition. Hermeneutic reflection involves the correction of self-understanding and emphasizes that the possibility of reaching understanding is available to us only by our belonging to a historical community.
Źródło:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2013, 65; 17-24
1641-3466
Pojawia się w:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Głosy współczesnych dzieci w sprawie "Kajtusia Czarodzieja" – śladem Korczakowskiego pisarskiego eksperymentu
Voices of modern children in the case of "Kajtuś Czarodziej" – following Korczak’s writing experiment
Autorzy:
Nowicka, Marzenna
Powiązania:
https://bibliotekanauki.pl/articles/1387387.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
children's participation
Kajtuś Czarodziej
children's understanding
Opis:
Janusz Korczak engaged children in writing novels intended for them. His writing experiments consisted in directly transferring children’s ideas to the paper, correcting and reworking the stories under the influence of the listeners’ comments, removing and cutting fragments of the text at their request. Following Korczak’s method, a reconstruction of understanding by modern children of created 85 years ago novel “Kajtuś Czarodziej” was made. Based on focus interviews, it was established that the fairytale context of reading is read by children on a multithreaded basis, filtered by reference to the present day, critically evaluated by older children. The linguistic layer is acceptable, while the transfer of the fairytale aspect to real life does not suit the contemporary young recipients. The children’s suggestions regarding the new plots of reading were mainly of mimetic character in relation to the original.
Źródło:
Problemy Wczesnej Edukacji; 2019, 46, 3; 47-57
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 273

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies