Skocz do pozycji: 1.

Tytuł:

Philosophy of Education and Pedagogy: Peculiarities of Interaction

Autorzy:

Vakhovskyi, Leonid

Powiązania:

https://bibliotekanauki.pl/articles/18757424.pdf

Data publikacji:

2023

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

philosophy of education
educational practice
pedagogy
comprehension
understanding
interaction
functions of philosophy of education

Opis:

Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field – education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education – pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science.

Źródło:

Journal of Education Culture and Society; 2023, 14, 2; 19-29
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

The place of anthropology in the philosophy of education

Autorzy:

Golema, Martin

Powiązania:

https://bibliotekanauki.pl/articles/28407850.pdf

Data publikacji:

2004-04-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

anthropology
dialogue
philosophy of education

Opis:

The study tries to define the anthropology of dialogue as a specific way of thinking on human being; it grounds mainly in Tzvetan Todorov's findings. It comments basic theses of Buber, Levinas, Bachtin, Habermas and Todorov while underlining their mutual interpretability as well as similarity. Because of possible significance of this anthropological conception for professional teacher training, it recommends to reserve some space for the anthropology of dialogue in the area of the philosophy of education thus enabling it to come out of the shadow of more influential anthropological conceptions.

Źródło:

The New Educational Review; 2004, 2; 31-41
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

O osobliwościach dyskursów w edukacji
About Curiosities of Discourses in Education

Autorzy:

Nawrocki, Radosław

Powiązania:

https://bibliotekanauki.pl/articles/920461.pdf

Data publikacji:

2018-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

discourse
paradigm
education
philosophy of education

Opis:

The basic goal of the text is to follow the work strategy on selected pedagogical concepts as part of  educational discourses. I assume that within the framework of the functioning of discursive practices in education, a certain work is done, which flattens the conceptual grid regarding education. Thus, these concepts are unambiguous, boil down to the most direct, superficial and obvious meaning. The way of thinking about education, present in the dominant discourses located in the social circulation, causes that educational processes are devoid of meaning wealth. This is how it sets the playing field in thinking about education, designing educational policy and educational practice. The treatment, which is to restore the educational discourses to depth, aporethism, internal struggle, the element of contradiction is to launch a specific etymological work that reveals the fuller meaning of the basic concepts that build the educational imagination. Thanks to this, a certain contrast will also be created between the extracted meaning and those meanings that are promoted in the most varied discursive practices launched in the field of education

Źródło:

Studia Edukacyjne; 2018, 51; 427-436
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Filozofia a pedagogika. Współzależności i granice

Autorzy:

Stanisław, Gałkowski,

Powiązania:

https://bibliotekanauki.pl/articles/892262.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

philosophy of education
pedagogy
education
science

Opis:

The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 45-60
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

Autorzy:

Tomasz, Leś,

Powiązania:

https://bibliotekanauki.pl/articles/892612.pdf

Data publikacji:

2018-04-30

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

wisdom
educational aims
philosophy of education

Opis:

Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.

Źródło:

Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 48-68
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Bezpieczeństwo jako podstawowy element realizacji utopii edukacyjnych XIX i XX wieku

Autorzy:

Futyma, Sławomir

Powiązania:

https://bibliotekanauki.pl/articles/951767.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

utopia
education
sociology of education
philosophy of education

Opis:

This reflection is associated with unquestionable power of utopia in education. Education has always been associated with the implementation of social utopia. The intensity of this activity can be observed especially in the nineteenth and twentieth centuries. With utopia, education systems may take into account future scenarios, risk, and to disseminate the truth that knowledge and early solution to the problems is a prerequisite for social security.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 125-136
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

Autorzy:

Katarzyna, Więckowska,

Powiązania:

https://bibliotekanauki.pl/articles/892110.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

Waldorf education
kindergarten education
envelope
philosophy of education
anthroposophy

Opis:

The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 133-148
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

Filozofia Edukacji. Metoda Matthew Lipmana przeciw pojęciu indoktrynacji
Matthew Lipman’s method against the indoctrination

Autorzy:

Rusek, Damian

Powiązania:

https://bibliotekanauki.pl/articles/945658.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

indoctrination
Matthew Lipman
education
IAPC
philosophy of education

Opis:

Nowadays, the problem of indoctrination at schools seems to be quite distant and invalid in the sphere of the pedagogical research. It appears that manipulating students and inculcating certain attitudes and beliefs to them may often be conducted unconsciously, which suppresses students’ remarkable capacities such as critical thinking, frank expression of their own opinions and much broader view on the varied subjects at the same time. The method of M. Lipman appears to be an effective solution for eliminating indoctrination at schools and adopting above mentioned attitudes by the students. After defining and analyzing certain notions concerning indoctrination and education, I present strong and weak points of the method of M. Lipman in excluding the idea of indoctrination at schools. The following writing presents the meaning and the significance of “The Philosophy for Children” in the struggle against the indoctrination.

Źródło:

Internetowy Magazyn Filozoficzny Hybris; 2015, 30
1689-4286

Pojawia się w:

Internetowy Magazyn Filozoficzny Hybris

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Jedna, wiele czy może żadna? Fenomenologia w naukach o wychowaniu. Wątki fenomenologiczne w naukach o wychowaniu – kontekst historyczny
Is There One, Many or Maybe There Is No? Phenomenology in Educational Sciences

Autorzy:

Piotrowski, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/913307.pdf

Data publikacji:

2017-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

educational sciences
philosophy of education
philosophy and pedagogy
phenomenology

Opis:

The article presents and reflects on the presence of some phenomenological motifs in educational sciences research and investigations. The text focuses on historical, methodological and structural context of this connection. An attempt is made to assert qualification conditions for each of the answer options mentioned in the title, as possible answers to the question about the connection between phenomenology and educational science. An attempt to define reasons for each of the above answers is taken as well.

Źródło:

Studia Edukacyjne; 2017, 45; 369-385
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Współzależność i asymetria w relacjach pedagogiki z filozofią

Autorzy:

Leś, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/1789421.pdf

Data publikacji:

2019-11-02

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

philosophy of education
educational theory
educational studies

Opis:

The author presents and analyses the issue of the interrelationship between philosophy and pedagogy. He shows the areas of connections which have already been indicated and the ones which have not been clearly indicated yet. These areas are as follows: the genetic-historic area, the institutional-structural area, evaluation, ethical and metaethical issues and others. For each of those areas there is argumentation underlying the relationship between the two mentioned disciplines. In conclusion, the author presents general characteristics of that relationship.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 9-30
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Liberalizm w edukacji
Liberalism in Education

Autorzy:

Karoń, Aleksandra Irena

Powiązania:

https://bibliotekanauki.pl/articles/2194683.pdf

Data publikacji:

2022-12-30

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

education
liberalism
philosophy of education
ideologies
history of liberalism

Opis:

The contemporary message of some media associates broadly understood liberalism with the pejoratively interpreted slogan “do whatever you want”. Common understanding of liberalism as, very generally speaking, libertarian views, also tends to be juxtaposed with an almost anarchist view of the world. The purpose of this text is to reflect on how liberalism can be understood (and whether there is one way to define it) and how a liberal thought influences education. Can it shape education? If so, how? The liberal tradition is not only rich and diverse (it is impossible to talk about one liberalism with a capital “L”, or rather liberalisms of specific countries), but also has a significant impact on the way of thinking about the world in its various dimensions. The text provides an overview of the main tenets of liberalism along with their historical outline. The discussion about the main ideas of liberalism serves to organize a series of, sometimes contradictory, information about it. The background outlined in this way allows us to focus on the issue of liberalism in education, while posing a number of problematic, remaining open, questions about the essence of education or the role of school in the neoliberal perspective. The entanglement of science in ideologies is also shown, an example of which is mathematics, the subject defined in accordance with the adopted philosophical or even political perspective. The overview character of the text is intertwined with questions on the border of the philosophy of education and the history of political thought, which is a good introduction to further deepening the knowledge in both these areas.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 249-258
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Post-pandemic challenges for learning communities

Autorzy:

Kobylarek, Aleksander

Powiązania:

https://bibliotekanauki.pl/articles/1366510.pdf

Data publikacji:

2021-06-17

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

philosophy of education
importance of ecology
civic education
COVID-19

Opis:

This article presents the fundamental challenges facing education after the COVID-19 pandemic — technological, social, political and ecological. The author suggests that post-pandemic the most important problems will not be related to its effects, but to building civic and environmental awareness. Technological challenges, in the form of the necessity of expanding the repertoire of the technical means of education, and social challenges in the form of the need to rebuild relationships, were important in the pandemic phase, and their strongest impact was delineated at the very beginning. After a return to the new normality (however it may be defined), challenges of this type will not disappear completely, but their strength will become weaker when compared to the problems humanity has faced practically from the beginning of the 21st century.

Źródło:

Journal of Education Culture and Society; 2021, 12, 1; 5-11
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Thinking without Heidegger?

Autorzy:

Horsthemke, Kai

Powiązania:

https://bibliotekanauki.pl/articles/549621.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

Martin Heidegger
anti-Semitism
ethnonationalism
philosophy of education

Opis:

There has been a resurgence of Martin Heidegger’s ideas in recent years, especially within English-language philosophy of education. Yet, there have also been other developments that deserve to be taken seriously, first and foremost the indication that his anti-Semitism informs not only his personal beliefs and political stance but is already rooted in his philosophy, notably his ontology. It is these developments and the context of Heidegger’s philosophy that are examined first, before I return to the purported significance of his ideas for education towards the end of this essay.

Źródło:

Forum Pedagogiczne; 2019, 9, 1; 245-256
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION

Autorzy:

Synytsia, Andrii

Powiązania:

https://bibliotekanauki.pl/articles/628079.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

philosophy of education
Wittgenstein’s pedagogical method
pragmatism

Opis:

Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.

Źródło:

Journal of Education Culture and Society; 2020, 11, 2; 39-51
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Jesuit Philospophy of Contemplative Education

Autorzy:

Pasierbek SJ, Wit

Powiązania:

https://bibliotekanauki.pl/articles/1197979.pdf

Data publikacji:

2016-09-26

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

philosophy of education
contemplative education
contemplativus in actione
Jesuits

Opis:

RESEARCH OBJECTIVE: The purpose of this article is to present the Jesuit philosophy of contemplative education as an educational system compatible with the American philosophy of contemplative education and to aim at the emergence out of the latter of the vision of a man integrally formed as “men and women for others” including the transcendent / religious dimension of life. THE RESEARCH PROBLEM AND METHODS:The presented research problem concerns the question of whether the system of the proposed philosophy of contemplative education allows to educate and to form a human who is integral and coherent in spiritual and physical unity in the religious optics. There has been applied the method of critical and comparative analysis as well as the analysis of the reference literature. THE PROCESS OF ARGUMENTATION:After having initially defined the aim of the study and the fundamental concepts (philosophy of contemplative education) there has been presented the history and the main assumptions of the philosophy of contemplative education from the USA (1974). Then, there has been presented the history of Ignatian spirituality (contemplativus in actione) as a source for the Jesuit philosophy of contemplative education. The essential part of the argumentation was to present the philosophy of the process of forming the student (Ratio Studiorum and the contemporary documents) based on the specific five stages. RESEARCH RESULTS:The result of this argumentation is a concrete and integral vision of a contemplative man in action who is open “for and to others”. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS:This analysis confirmed the compatibility of the American and the Jesuit philosophy of contemplative education as a system that should be included in the educational programs and processes of an integral human being as a being of spiritual and bodily unity based on a contemplative reflection and action.

Źródło:

Horyzonty Wychowania; 2016, 15, 33; 9-22
1643-9171
2391-9485

Pojawia się w:

Horyzonty Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: MODERN PERSPECTIVE

Autorzy:

Synytsia, Andrii

Powiązania:

https://bibliotekanauki.pl/articles/628538.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

philosophy of education;
democratic values;
Dewey’s pragmatism;

Opis:

Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy. Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied. Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society. Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values. Key words: philosophy of education, democratic values, Dewey’s pragmatism

Źródło:

Journal of Education Culture and Society; 2020, 11, 1; 30-41
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Filozofia wychowania jako filozofia
Philosophy of education as philosophy

Autorzy:

Walczak, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/950162.pdf

Data publikacji:

2013-06-16

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

philosophy of education
pedagogy
theory
practice
wisdom
love

Opis:

In the article the Author analyzes different ways of understanding and practicing the philosophy of education. This analysis leads to the conclusion that methodological status of philosophy of education is indefinite, and this is an important issue that should be considered. The Author proposes to distinguish the pedagogical philosophy of education from the philosophy of education as a philosophy in the strict sense. The purpose of pedagogical reflection is to improve the process of education. The goal of philosophy is to understand the nature and essence of education, therefore it is a purely theoretical purpose. The Author refers to the classical approach of philosophy being love of wisdom, according to which the philosophy is a disinterested contemplation of truth.

Źródło:

Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 186-198
2299-1875

Pojawia się w:

Filozofia Publiczna i Edukacja Demokratyczna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

W stronę słabej edukacji kruchych istot ludzkich. Krzysztof Maliszewski, Bez-silna edukacja. O kształceniu kruchego, Wydawnictwo Uniwersytetu Śląskiego, Katowice, 2021, ss. 208
Towards a Poor Education for Fragile Human Beings. Krzysztof Maliszewski: Bez-silna edukacja. O kształceniu kruchego, Wydawnictwo Uniwersytetu Śląskiego, Katowice 2021, 208 p.

Autorzy:

Włodarczyk, Rafał

Powiązania:

https://bibliotekanauki.pl/articles/40048934.pdf

Data publikacji:

2022

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

power-less education
philosophy of education
educational theory
pedagogical thought

Opis:

This review article discusses selected issues taken up by Krzysztof Maliszewski in his work Bez-silna edukacja. O kształceniu kruchego [Power-less Education. On the Education of the Fragile.] The interesting content, the choice of the form of argument and its contexts, as well as the clear layout of the book have been subordinated to the tasks perfectly fulfilled by its author in presenting the assumptions, justification and discussion of the concept of power-less education.

Źródło:

Chowanna; 2022, 1(58); 1-5
0137-706X
2353-9682

Pojawia się w:

Chowanna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Pluralism of pedagogy in Poland

Autorzy:

Bogusław, Śliwerski,

Powiązania:

https://bibliotekanauki.pl/articles/892532.pdf

Data publikacji:

2019-04-25

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

pedagogy
metapedagogy
meta-theory of education
philosophy of education
general pedagogy

Opis:

The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.

Źródło:

Kwartalnik Pedagogiczny; 2018, 63(4(250)); 212-233
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Miłość bliźniego – jako zagadnienie pedagogiczne

Autorzy:

Mielnik, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/428497.pdf

Data publikacji:

2017

Wydawca:

Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie

Tematy:

love of neighbor (caritas)
Mercy
Personalist Philosophy of Education

Opis:

This article is about the love of fellow human beings (caritas). At the beginning the author tries to explain the concept. Caritas is the consequence of Mercy. The author presents the ways to show Mercy. The last part of the article is about the love of fellow human beings in the context of education. The education for the love of fellow human beings should be the objective of education. Artykuł dotyczy problematyki miłości bliźniego. Zwrócono w nim uwagę na znaczenie tego zagadnienia w kontekście pedagogicznym. Na początku autor dokonał próby wyjaśnienia owego pojęcia. Należy podkreślić, że miłość bliźniego wynika z Miłości Boga do człowieka. W artykule przybliżono także jak w praktyce można przejawiać miłość względem bliźnich. Ostatnia część dotyczy spojrzenia na sprawę z punktu widzenia wychowawczego. Również dla pedagogiki jest to zagadnienie istotne. Wychowanie do miłości bliźniego powinno być jednym z celów wychowania.

Źródło:

Studia z Teorii Wychowania; 2017, 1 (18); 31-39
2083-0998
2719-4078

Pojawia się w:

Studia z Teorii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle

Autorzy:

Vucic, Basia

Powiązania:

https://bibliotekanauki.pl/articles/513802.pdf

Data publikacji:

2019-06-30

Wydawca:

Akademia Pedagogiki Specjalnej. Language and Society Research Committee

Tematy:

Korczak; translation
critical pedagogy
revolution
anarchism
philosophy of education

Opis:

The Jewish-Polish pedagogue, Janusz Korczak is traditionally associated with his orphanage in the Warsaw ghetto and his murder alongside the children during the Holocaust. A doctor and educator, Korczak is also increasingly acknowledged for his unique pedagogical projects such as the self-governing orphanages (democratic children’s homes) and his advocacy for child rights. Translations of his writing and the dominance of individualized interpretations for his motives, has resulted in Korczak being displaced from his socio-historical context of Warsaw. This paper seeks to increase awareness of the inseparable nature of Korczak’s Polish language texts to the Polish struggle for independence. The aim is to further investment into understanding the socio-historical context within which Korczak’s writing was rooted. When readers acknowledge the limitations of the translated Korczak texts, this encourages a greater appreciation of current Polish scholarship but also deepens the philosophical inquiry into his work. This paper uses Korczak’s texts to demonstrate how power and language reinforce each other by conflating the concepts of the oppressed into those of the oppressor. The purpose of highlighting flaws in translated texts is not simply to correct the error but to disrupt notions of identity; oppressed and oppressor, in relation towards the ‘not-so-radically’ Other. Examinations of Korczak's ideological experiences, either religious, cultural or political, move more of his own account from the periphery into the foreground. To date, the impact of Russian colonization and Poland’s struggle for political independence within Korczak’s texts has been given little attention and served to keep readers ignorant of this aspect. Whereas other studies have attended to Korczak’s Jewish-Polish heritage, the focus here is on his political philosophy. The goal is to REplace Korczak by historically situating his ideas within his city of Warsaw and the intelligentsia of the time. This demonstrates that Korczak’s critical pedagogy and work outside of the authority of the State positions him today as a radical educator. Historically, he can be aligned with the ideas of specific social movements, especially anarchist theories. Rather than uniformity of ideas, the Warsaw intelligentsia at the turn of the twentieth century, both Polish and Jewish, was a democratic mesh with disparate individuals brought together in tactical co-operation for the struggle of nation-building. The reader is introduced to Korczak in ‘place’ in order to illuminate a new reading of Korczak’s texts and ideas as emanating from radical philosophical underpinnings.

Źródło:

Language, Discourse & Society; 2019, 7, 1; 13-32
2239-4192

Pojawia się w:

Language, Discourse & Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

NAUCZANIE I UCZENIE SIĘ JAKO SPOSÓB ŻYCIA
TEACHING AND LEARNING AS A WAY OF LIFE

Autorzy:

HOGAN, PÁDRAIG

Powiązania:

https://bibliotekanauki.pl/articles/550443.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

pedeutologia, filozofia edukacji, liberalizm
pedeutology, philosophy of education, liberalism

Opis:

W tym artykule próbujemy ukazać, w jaki sposób należy rozumieć nauczanie i uczenie się – nie jako przedsięwzięcie narzucone z góry wolą władzy czy grupy, lecz jako sposób życia posiadający własną integralność, wypływający z wewnętrznej motywacji. Artykuł ma na celu przedstawienie takiego podejścia do praktyki i myśli wychowawczej, które w kluczowych punktach różni się od koncepcji Alasdair’a MacIntyre’a, choć równocześnie zawiera ważne podobieństwa. W dużej mierze zapomniany współcześnie Sokrates z Aten jest autorem oryginalnych inspiracji, ważnych dla rozumienia istoty wychowania, które będą przedmiotem analiz na początku tego artykułu. Następnie omawiamy niektóre wpływowe negacje tego rozumienia (nowoczesne i ponowoczesne). Z owych badań nad nauczaniem i uczeniem się jako szczególnym rodzajem relacji wynika konkluzja, w której naszkicowane zostają pokrótce pewne cnoty, konstytuujące ten sposób życia w jego bardziej aktywnych i bardziej refleksyjnych aspektach.
This essay seeks to show that teaching and learning should be properly understood not as a project carried out according to the will of a higher power or party, but as a way of life with self-integrity arising from its own integral purposes. Thus the essay seeks to provide an understanding of educational practice and educational thought which contrasts in key respects with that by Alasdair MacIntyre’s, though it also have some notable parallels. A largely forgotten ‘Socrates of Athens’ is identified as furnishing the original inspirations for the understanding of education explored in the essay. Some influential modern (and postmodern) negations of this understanding are then reviewed. Arising from its investigation of teaching and learning as a singular kind of relationship, the essay concludes with a brief sketch of some virtues that might constitute the way of life in question in its more active and its more reflective moments.

Źródło:

Forum Pedagogiczne; 2012, 2; 15-40
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

Autorzy:

Jarosław, Gara,

Powiązania:

https://bibliotekanauki.pl/articles/892454.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy

Opis:

The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 24.

Tytuł:

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

Autorzy:

Gara, Jarosław

Powiązania:

https://bibliotekanauki.pl/articles/1789861.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy

Opis:

The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Pedagogika Posejdoniosa z Apamei

Autorzy:

Marcin, Wasilewski,

Powiązania:

https://bibliotekanauki.pl/articles/892184.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

Posidonius of Apamea
history of pedagogy
history of philosophy of education

Opis:

The subject matter and purpose of the article is a depiction of the pedagogical concepts of Posidonius of Apamea, an eminent stoic philosopher and scholar. As it is clear from the surviving testimonials of Seneca and Galen, Posidonius dealt in his ethical writings to a large extent with issues of moral education. In writing On virtues Posidonius undertook – in opposition to Chrysippus – the question of the origin of ethical defects (moral evil), making insightful remarks about the nature of children and animals based on empirical observations. Posidonius believed that moral evil is innate to human nature. And in writing On emotions in reference to Plato (Politeia, Timaeus and Nomoi dialogues), Posidonius described the typology of human nature, depending on the type of morphology of the body and the dominant mental element as well as related types of effective educational methods.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 177-185
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

O degradacji pedagogiki i konieczności sięgania do źródeł. Na marginesie ostatniego seminarium – kolokwium toruńskie
About the Degradation of Pedagogy and the Need to Refer to Sources. On the Sidelines of the Last Seminar – the Toruń Colloquium

Autorzy:

Rudnicki, Zbigniew
Futyma, Sławomir

Powiązania:

https://bibliotekanauki.pl/articles/913375.pdf

Data publikacji:

2020-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

pedagogy
philosophy of education
sociology of education
humanities
social sciences
sources
dialogue

Opis:

In 2019, one of the publishing houses published a book by Professor Aleksander Nalaskowski entitled: Kwieciński The Last Thursday Seminar. This publication is a record of a conversation between two important representatives of Polish science. It can become an inspiration for a change in Polish pedagogy. Professors Aleksander Nalaskowski and Zbigniew Kwieciński formulate a diagnosis of its current state and indicate new directions of development of this socially important scientific discipline. Interesting for the future functioning of this discipline seems to be the foundation of decency and quot; love and quot; understood as unconditional kindness, which is a constitutive feature of humanity.

Źródło:

Studia Edukacyjne; 2020, 59; 17-29
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 27.

Tytuł:

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

Autorzy:

Tomasz, Leś,

Powiązania:

https://bibliotekanauki.pl/articles/892573.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

general theory of education
philosophy of education
Committee for Pedagogical Science
report

Opis:

This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 327-335
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki

Autorzy:

Dariusz, Stępkowski,

Powiązania:

https://bibliotekanauki.pl/articles/892565.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

general pedagogy
philosophy of education
autonomy
basic pedagogical thought

Opis:

The author of the paper tries to show that general pedagogy has its philosophical distinction, e.g., comparing to philosophy of education. Johann Friedrich Herbart’s essay On the Dark Side of Pedagogy is an important point of reference in the analysis. Starting from the essay, the author justifies the necessity of an approach to general pedagogy with its most important goal, i.e., defining the basic pedagogical thought. The thought is “basic” as it combines theoretical and practical knowledge on education and has to be defined over and over again, and not because without it education cannot be imagined. The history of philosophy is full of evidence that education can be “deduced” even from the theories that have nothing in common with education.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 79-90
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Biophilosophy in the System of Higher Education as a Paradigm of the Preservation of Human Culture and Civilisation

Autorzy:

Berehova, Halyna
Andruszkiewicz, Fabian

Powiązania:

https://bibliotekanauki.pl/articles/29520504.pdf

Data publikacji:

2024-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

philosophy of education
biophilosophy
biophilosophical knowledge
cognition
biophilosophical perception

Opis:

The article attempts to solve the problem of updating higher education content to form a modern worldview of the individual through the interdisciplinary course “Biophilosophy”. Biophilosophical knowledge and cognition content is studied at the fundamental and applied levels using methods of description, explanation, and analysis. The obtained results make it possible to formulate conclusions and perspectives regarding updating the content of philosophical knowledge in higher education, where biophilosophy can be a new worldview paradigm for preserving human culture and civilisation.

Źródło:

The New Educational Review; 2024, 75; 25-35
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Projekt antropagogii. Przesłanki filozofii wychowania Kotarbińskiego
The project of anthropagogy. Premises of Kotarbiński’s philosophy of education

Autorzy:

Sztobryn, Sławomir
Gałkowski, Stanisław
Kostyło, Piotr

Powiązania:

https://bibliotekanauki.pl/chapters/969200.pdf

Data publikacji:

2020-07-18

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

pedagogika
antropagogia
filozofia wychowania
Kotarbiński
pedagogy
philosophy of education
anthropagogy

Opis:

Trzy obszary będące swoistymi wektorami badań T. Kotarbińskiego z zakresu filozofii wychowania stanowią reizm, prakseologia i etyka. Zbudowane przez niego na tej kanwie pojęcie antropagogii obejmowało teorię skutecznego, sprawnego działania, działania w realnym, konkretnym świecie z jasno sprecyzowanym etycznym modelem dojrzałego, pełnego człowieka. Antropagogia dla Kotarbińskiego była wyjściem poza tradycyjny sposób wychowania, zawężany zazwyczaj do wąskiej grupy wiekowej oraz typowych instytucji wychowawczych, jak rodzina, szkoła i kościół. Pomysły antropagogiczne prowadziły jego myślenie do przeciwstawienia się dawnej, ale historycznie długo obecnej w naszej kulturze tendencji do kształcenia encyklopedycznego. Chciał także realizować klasyczny, antyczny ideał wychowania przez sztukę, gdy tworzył swoją poezję. Filozofia wychowania, jaką propagował Kotarbiński w swojej antropagogii, zmierzała w innym kierunku niż realizacja jakiejkolwiek ideologii społecznej. Na pierwszym miejscu stała jego koncepcja spolegliwego opiekuna, którym mógł być człowiek budujący dowolny ustrój społeczny. Było to możliwe ze względu na specyfikę jego niezależnej etyki, w ramach której występują trzy obszary szczególnie interesujące Kotarbińskiego, a pogłębiające rozumienie antropagogii. Są to: felicytologia, prakseologia i etyka właściwa, przez którą rozumiał namysł nad życiem godziwym. Na filozoficzną podbudowę antropagogii składają się m.in.: ateizm, ontologia materialistyczna, determinizm, analiza zasad rozwoju społecznego, rozumienie historii.
The three areas that constitute specific vectors of T. Kotarbiński’s research in the field of philosophy of education are reism, praxeology and ethics. The concept of anthropagogy developed by him on this basis included the theory of effective and efficient action, acting in a real, concrete world with a clearly defined ethical model of a mature man. Anthropagogy for Kotarbiński was a way out of the traditional mode of education, usually narrowed down to a small age group and typical educational institutions, such as family, school and church. His anthropagogical ideas led him to oppose the past but historically long-standing tendency in our culture of encyclopedic education. He also wanted to pursue the classical, ancient ideal of education through art when he was creating his poetry. The philosophy of education that Kotarbiński propagated in his anthropagogy was heading in a different direction than realizing any social ideology. His first concept was that of a reliable guardian, who could be any man building any social system. This was possible due to the specificity of his independent ethics, which included three areas that were of particular interest to Kotarbiński and that deepened the understanding of anthropagogy. These were: felicitology, praxeology and proper ethics, which he understood to be reflection on decent life. The philosophical foundation of anthropagogy consisted of, among others, atheism, materialistic ontology, determinism, analysis of principles of social development, understanding of history.

Źródło:

Wielogłos w myśli o wychowaniu. 100 lat polskiej pedagogiki filozoficznej; 213-224
9788323542544

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

Autorzy:

Leś, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/1789855.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

general theory of education
philosophy of education
Committee for Pedagogical Science
report

Opis:

This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 327-335
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Pedagogiczne aspekty filozofii personalistycznej Edyty Stein i Józefa Tischnera
Pedagogical Aspects of Edith Stein`s and Joseph Tischner`s the Personal philosophy

Autorzy:

Strembska-Kozieł, Martyna

Powiązania:

https://bibliotekanauki.pl/articles/1810964.pdf

Data publikacji:

2017

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

wychowanie
antropologia
filozofia wychowania
fenomenologia
education
anthropology
philosophy of education
phenomenology

Opis:

Artykuł mówi o poszukiwaniu pedagogicznych aspektów myśli fenomenologów – Edyty Stein oraz Józefa Tischnera. Ich filozoficzne dociekania otwierają współczesną pedagogikę nie tylko na wiedzę o człowieku, ale także nowe perspektywy myślenia o jego wychowaniu na drodze redukcji fenomenologicznej. Każdy z tych autorów wychodzi od pytań zasadniczych – o naturę i istotę bytu ludzkiego - by następnie móc dostrzec tkwiący w człowieku wewnętrzny dynamizm, tak ważny dla osobowego rozwoju i doskonalenia.
The article talks about looking for the pedagogical aspects of thought phenomenologists - Edith Stein and Joseph Tischner. Their philosophical studies open modern pedagogy, not only on the knowledge of man, but also a new perspectives of thinking about his upbringing in the way phenomenological reduction. Each of these authors begins their searches with a fundamental questions - about the nature and essence of the human being, would then be able to perceive inherent in a man the internal dynamism, so important for a personal development and improvement.

Źródło:

Roczniki Pedagogiczne; 2017, 9(45), 1; 77-90
2080-850X

Pojawia się w:

Roczniki Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

POLSKA I CZESKA FILOZOFIA WYCHOWANIA. PRÓBA ANALIZY Z PERSPEKTYWY INSTYTUCJONALNEJ I HISTORYCZNEJ
POLISH AND CZECH PHILOSOPHY OF EDUCATION. ATTEMPT TO ANALYSIS FROM THE INSTITUTIONAL AND HISTORICAL PERSPECTIVE

Autorzy:

Taboł, Sebastian

Powiązania:

https://bibliotekanauki.pl/articles/550406.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

filozofia wychowania, pedagogika, pedagogika filozoficzna, polska filozofia wychowania, wychowanie, czeska myśl filozoficzna
philosophy of education, pedagogy, philosophical pedagogy, Polish philosophy of education, education, Czech philosophical thought

Opis:

W artykule naszkicowany został obraz filozofii wychowania w Czechach i Polsce. Czeską filozofię wychowania scharakteryzowano od końca XIX wieku do chwili obecnej. Opisane zostały jej główne ośrodki i kierunki badawcze oraz czołowi przedstawiciele. W podobny sposób ustalano kapitał polskiej myśli wychowawczo-filozoficznej, wykorzystując przede wszystkim internetową bazę danych „Nauka polska”. Na tej podstawie porównano stan rozwoju filozofii wychowania w Polsce i Czechach.
The article contains an image of philosophy of education in the Czech Republic and Poland. Philosophy of education in the Czech Republic is discussed from the late nineteenth century to the present. The main directions of research in philosophy of education and the most important Czech representatives are described. Special attention was paid to Radim Palouse, which is one of the main representative of contemporary philosophy of education. Moreover, in the Czech Republic there are three main centres where research is carried out in the field of philosophy of education. It was decided to focus on the Polish academic staff as well. The achievements of Polish philosophical thought are analyzed (based on nauka-polska.pl). Names of researchers and academic centres are pointed out. Comparative analysis of the Czech and Polish philosophy of education shows that in Poland much more people conduct research in this field as well as there is much more publications.

Źródło:

Forum Pedagogiczne; 2013, 1; 59-83
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Pojęcie duchowości w tradycji polskiej, świeckiej myśli pedagogicznej

Autorzy:

Sztobryn, Sławomir

Powiązania:

https://bibliotekanauki.pl/articles/1373752.pdf

Data publikacji:

2021-07-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

pedagogika
filozofia wychowania
duchowość
Nawroczyński
pedagogy
philosophy of education
spirituality

Opis:

Artykuł przedstawia bogactwo znaczeń związanych z pojęciem duchowości. Zaprezentowano w nim kilka charakterystycznych definicji, które poddano krytycznej analizie w kontekście pedagogiki kultury B. Nawroczyńskiego. Duchowość analizowana w perspektywie świeckiej, naukowej wydaje się nie tylko bardziej uniwersalna, ale także wolna od ograniczeń, jakie pociągają za sobą ujęcia teonomiczne. Najszerszym pojęciem duchowości jest pojęcie wspólnoty duchowej, które otwarte jest na wielość treści i form, które mogą ją wypełnić.
The article presents the variety of meanings associated with the concept of spirituality. It shows several characteristic definitions, which have been critically analysed in the context of Nawroczyński’s pedagogy of culture. Spirituality analysed from a secular, scientific perspective seems not only more universal, but also free from the limitations of theonomic approaches. The broadest concept of spirituality is the concept of spiritual community, which is open to the multitude of content and forms that can fill it.

Źródło:

Nauki o Wychowaniu. Studia Interdyscyplinarne; 2021, 12, 1; 69-76
2450-4491

Pojawia się w:

Nauki o Wychowaniu. Studia Interdyscyplinarne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Education as edification: Richard Rorty’s neo-pragmatist philosophy of education

Autorzy:

Mirosław, Woźnica,

Powiązania:

https://bibliotekanauki.pl/articles/892552.pdf

Data publikacji:

2019-08-22

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

Rorty
edification
philosophy of education
ironist
neo-pragmatism
communication
hermeneutics

Opis:

Rorty draws from pragmatism, conversation, edification, and hermeneutics, but in spite of his reference to Dewey’s thesis on pragmatism, Rorty’s notion of ‘pragmatism’ is not offered as an idea of something that might fill the gaps left by slowly dying traditional philosophy. It is rather a more relaxed attitude of mind. He goes beyond the traditional notion of pragmatism and insists that the search should not focus on truth but on solidarity, in other words, what we as a group of people create and decide what is true. Truth, for Rorty, is a society’s exercise and agreement of what is true. It is achieved by discourse and not limited conversations. In order to educate a person as an individual who lives in a particular society with all the factors contributing to his/her growth, Rorty adopts a new word for education, namely edification, with its philosophical consequences. He draws on the work of Hans-Georg Gadamer to explore the idea of ‘edification,’ a word Rorty uses to gloss Gadamer’s Bildung (education, self-formation) (Rorty 1979).

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 242-253
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Dziecko i filozofia. Spór o filozofowanie dzieci
Child and Philosophy. The Controversy About the Child’s Philosophizing

Autorzy:

Walczak, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/1622008.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego

Tematy:

metaphilosophy
philosophy of education
child’s philosophizing
childhood
developmental psychology

Opis:

The answer to the question of child’s philosophizing requires the prior decisions on fundamental issues in areas such as metaphilosophy, epistemology, psychology and pedagogy. The position in the dispute over a child’s philosophy is usually the consequence of adopting a certain attitude towards issues related to understanding the nature of philosophy itself, what childhood is, how human cognitive competences develop, and what the education is and what it should be. Supporters of child’s philosophizing probably have different definition of the philosophy, they also have another vision of child’s cognitive development than philosophers who are skeptical towards philosophy practiced by children. In this paper I will attempt to order the arguments of supporters and skeptics of child’s philosophizing, stressing the importance of various authors’ positions on issues which are substantial for the problem of child’s philosophizing. A special role in this dispute plays criticism of Piaget’s theory of development of cognitive competences. According to critics of Piaget, he is focused on constructing a model of development and does not notice the phenomenon of child’s philosophizing. Children are in the wrong at any stage of development. But their mental constructions are essentially brilliant philosophical problematizing of the world.

Źródło:

Analiza i Egzystencja; 2017, 38; 5-19
1734-9923
2300-7621

Pojawia się w:

Analiza i Egzystencja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

The Life of Reason: R.S. Peters’ Stoic Philosophy of Education

Autorzy:

Stefaan, Cuypers,

Powiązania:

https://bibliotekanauki.pl/articles/891968.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

R.S. Peters; rational passions
Kantian philosophy of education
stoicism
religious education

Opis:

Although R.S. Peters is one of the founding fathers of the analytical paradigm in the philosophy of education, in this paper I develop his less known synthetic view on education. To that purpose, I explore Peters’ integrative view on the relationship between reason and passion (the emotions), his view on the levels of life, and even his view on religious education. What emerges from this exploration is the claim that Peters is, in an important sense, not a Kantian philosopher and the thesis that Peters’ work on the analysis and justification of education gets its ultimate inspiration from an anthropological and metaphysical background, which Ray Elliot identified as Peters’ Stoic attitude.

Źródło:

Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne; 2015, 02(1); 21-38
2391-9175
2450-1816

Pojawia się w:

Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

What is the philosophy of education needed in the XXI century?

Autorzy:

Krawczyńska-Zaucha, Tatiana

Powiązania:

https://bibliotekanauki.pl/articles/2194794.pdf

Data publikacji:

2020-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

philosophy of education
educate to unknown
digitization
global teenagers
VUCA world

Opis:

The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2020, 18, 2; 467-478
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Jakiej filozofii potrzebuje edukacja w świecie XXI wieku?
What is the philosophy of education needed in the XXI century?

Autorzy:

Krawczyńska-Zaucha, Tatiana

Powiązania:

https://bibliotekanauki.pl/articles/2194795.pdf

Data publikacji:

2020-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

philosophy of education
educate to unknown
digitization
global teenagers
VUCA world

Opis:

The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2020, 18, 2; 455-466
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

Fanatyzm jako problem wychowawczy
Fanaticism as an educational problem

Autorzy:

Gałkowski, Jan P.
Gałkowski, Stanisław

Powiązania:

https://bibliotekanauki.pl/articles/2188333.pdf

Data publikacji:

2023-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

fanatyzm
wartości
filozofia wychowania
socjologia wychowania
fanaticism
values
philosophy of education
sociology of education

Opis:

Education is such an introduction into values thanks to which they become a constant point of reference in action, and in this way the habit of referring to the norms indicated by these values and their application is perpetuated. However, unconditional, ruthless and passionate compliance with the norms is a symptom of fanaticism. Referring to two philosophical concepts, the article is an attempt to answer the question of how to educate people to opt for the values while avoiding shaping a fanatical attitude in the educated person. The approach of L. Kołakowski and R. Rorty, emphasizing the principle of inconsistency, and the approach of A. MacIntyre pointing to the virtue ethics are analyzed.
Wychowanie jest takim wprowadzaniem w wartości, dzięki któremu stają się one stałym punktem odniesienia w działaniu, a nawyk odnoszenia się do norm przez te wartości wskazywanych i ich stosowanie był utrwalony. Jednakże bezwarunkowe, bezwzględne i żarliwe stosowanie się do norm jest przejawem fanatyzmu. Artykuł, odnosząc się do dwóch koncepcji filozoficznych, próbuje odpowiedzieć na pytanie, jak można wychowywać do opowiadania się po stronie wartości, unikając jednocześnie kształtowania w osobie wychowywanej postawy fanatycznej. Analizowane jest podejście L. Kołakowskiego i R. Rorty’ego kładące nacisk na zasadę niekonsekwencji oraz podejście A. MacIntyre wskazujące na etykę cnoty.

Źródło:

Edukacja Międzykulturowa; 2023, 20, 1; 47-58
2299-4106

Pojawia się w:

Edukacja Międzykulturowa

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

Wychowanie jako proces duchowy w koncepcji Sergiusza Hessena
Education as a spiritual (cultural) process by Sergius Hessen

Autorzy:

Gołek, Bartłomiej

Powiązania:

https://bibliotekanauki.pl/articles/553542.pdf

Data publikacji:

2018-05-31

Wydawca:

Wyższe Seminarium Misyjne Księży Sercanów

Tematy:

pedagogika kultury
filozofia wychowania
wychowanie moralne
cultural pedagogy
philosophy of education
moral education

Opis:

Sergiusz Hessen to jeden z najwybitniejszych filozofów wychowania XX wieku, przedstawiciel pedagogiki kultury, autor koncepcji pedagogiki rozumianej jako filozofia stosowana. Rozumiał wychowanie jako proces duchowy, w którym realizuje się osobowość człowieka, a jednocześnie podtrzymywana jest ciągłość tradycji kulturowej. Jest ono procesem wprowadzania jednostki w świat ducha obiektywnego, w świat kultury. Szczególne miejsce w swojej koncepcji poświęcił Hessen zagadnieniu wychowania moralnego, które ma być momentem formalnym każdego oddziaływania pedagogicznego. Nie ma ono nic wspólnego ze sztywnym i szkodliwym moralizowaniem – środkami wychowania moralnego nie są nakazy i słowa, ale wyłącznie czyny. Moralność, jak i cała osobowość, rozwija się na drodze rozwiązywania konkretnych zadań, dostosowanych do poziomu rozwojowego jednostki.
Sergius Hessen is one of the most prominent philosophers of the 20th century, he is a representative of cultural pedagogy, the author of the concept of pedagogy understood as an applied philosophy. He understood education as a spiritual process, in which he implements the human personality, and at the same time supporting continuity of cultural traditions. It is the process of an individual entering the world of objective spirit into the world of culture. Sergius Hessen devoted a special place in his concept, the issue of moral education, which is to be the moment of any formal pedagogical impact taking place. It has nothing to do with rigid and harmful moralizing – means of moral education are not commands and words, but only actions. Morality and so does the whole personality develops through solving specific tasks tailored to the developmental level of that individual.

Źródło:

Sympozjum; 2018, 1(34); 241-260
2543-5442

Pojawia się w:

Sympozjum

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

PROBLEM TOŻSAMOŚCI INSTYTUCJONALNEJ WSPÓŁCZESNEGO UNIWERSYTETU A POLITYKA EDUKACYJNA
The problem of institutinal identity of modern university and educational policy

Autorzy:

SHEVCHUK, Dmytro

Powiązania:

https://bibliotekanauki.pl/articles/550583.pdf

Data publikacji:

2014

Wydawca:

Wyższa Szkoła Biznesu i Przedsiębiorczości w Ostrowcu Świętokrzyskim

Tematy:

uniwersytet
polityka
edukacja
wiedza
filozofia edukacji
university
politics
education
knowledge
philosophy of education

Opis:

Współczesny uniwersytet zmienia się. Jest to widoczne w eliminacji sztuk wyzwo-lonych, które były podstawą funkcjonowania uniwersytetu od początku jego istnienia. Analiza roli uniwersytetu i wpływ jego transformacji na proces edukacji i politykę edukacyjną wymagają filozoficznego podejścia. Właśnie takie rozumienie szkolnictwa wyższego wydaje się dziś istotne, ze względu na fakt transformacji uczelni. Proces ten opisać można jako zmiany, które wynikają m.in. z rozporządzeń administracyjnych. Zachodzące zmiany dotyczą także samego procesu edukacji, który pozwala określić społeczne, kulturowe, instytucjonalne, polityczne i systemowe wyzwania dla nowoczesnej uczelni.
The contemporary university is changing. The elimination of liberated arts from universities which were always the basis of the institution’s functioning confirm it. The analysis of a university and the influence of its transformation on the process of education and educational policy require a philosophical approach. The process of transformation can be described as a set of changes that derived from administrative regulations among others. The changes also refer to the process of education itself which allows to determine the social, cultural, political, and system challenges for a modern university.

Źródło:

Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne; 2014, Nr 3(1); 69-81
2300-1739

Pojawia się w:

Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Filozoficzne uzasadnienie powinności rozwoju osoby ludzkiej
Philosophical justification for a necessity of development of the human being

Autorzy:

Gryżenia, Kazimierz

Powiązania:

https://bibliotekanauki.pl/articles/496434.pdf

Data publikacji:

2010

Wydawca:

Towarzystwo Naukowe Franciszka Salezego

Tematy:

human being
human development
philosophy of education
moral abilities
objectivism
subjectivism

Opis:

Philosophy is of historical and trans-cultural value, thus it is necessary and indispensable in the life of humans. The same applies on the field of educational upbringing. The article points to the relationships taking place in the personal development of man and philosophy. The matter is discussed in the light of objective philosophy (realistic) and subjective philosophy (postmodern). The latter claims that there are no objective, universal or rationally grounded theses. All is reduced to rational relativism and subjectivism. On these grounds the necessity of the personal development is non-existent; every deed or human behaviour is of the same value. Virtues and weaknesses are on the same level. Yet another approach to this vexed issue is presented by philosophy of realism, which claims the right and obligation of humans for development. This development presupposes natural and supernatural development. Human beings benefits from such development by reaching their individual perfection, achieving it by everyday work and according to their own inborn abilities. The struggle for self-development is a decisive factor. It can help the contemporary pedagogics see the need for forming humans themselves in the high-tech culture of today’s world. Taking into consideration the consequences of both the above mentioned philosophical trends, one should notice that the philosophy of realism - although it is thought to be old-fashioned and unpractical - cannot be discarded. This type of philosophy struggles for the real good of the man. Therefore, it should be taken into account when looking at human beings. One is not able to pursue a healthy human activity without sound philosophical principles.

Źródło:

Seminare. Poszukiwania naukowe; 2010, 28; 73-86
1232-8766

Pojawia się w:

Seminare. Poszukiwania naukowe

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

WYCHOWANIE JAKO SZTUKA PORUSZANIA SIĘ W ŻYCIU
EDUCATION AS SKILL TO MOVE IN LIFE

Autorzy:

Pelcová, Naděžda

Powiązania:

https://bibliotekanauki.pl/articles/550348.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

wychowanie
filozofia edukacji
relacje międzypokoleniowe
upbringing
philosophy of education
intergenerational relationships

Opis:

W artykule zaprezentowano koncepcję wychowania Jana Patočki, jednego z najbardziej znanych czeskich filozofów edukacji. Jego zdaniem wychowanie jest całożyciowym ruchem, w którego kontekście powstają relacje wzajemności, bycie razem, solidarność i więź międzypokoleniowa. Dzięki temu ruchowi młode pokolenie wprowadzane jest do świata, co nie dokonuje się bez swoistego zmagania, a nawet walki (gr. agon). J. Patočka rozróżnia ruch zakotwiczenia, który jest ruchem obronnym, i ruch ku prawdzie lub ruch w prawdzie, który otwiera jednostkę na innych i umożliwia jej rozwój.
The paper presents the conception of upbringing formulated by Jan Patočka, one of the best known Czech philosophers of education. In his opinion education is a lifelong movement in the context of which reciprocal relationships, being together, solidarity and intergenerational bond are formed. Thanks to this movement, young generation is introduced to the principles of the world, what never occurs without specific struggles, or even fights (in ancient Greek: agon). Patočka distinguishes between anchor movement, which has defensive character, and movement towards the truth or in the truth, which opens an individual to the others and allows it to develop.

Źródło:

Forum Pedagogiczne; 2014, 1; 73-86
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Przemyśleć studiowanie. Reconceptualizing Study in Educational Discourse and Practice, red. Claudia W. Ruitenberg, Routledge 2017, ss. 184
Reflection of Studying. The review of Reconceptualizing Study in Educational Discourse and Practice, red. Claudia W. Ruitenberg, Routledge 2017, 184 pages

Autorzy:

Szwabowski, Oskar

Powiązania:

https://bibliotekanauki.pl/articles/962485.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii

Tematy:

studying
learning
the philosophy of education
studiowanie
uczenie się
filozofia edukacji

Opis:

W tekście zostaje podjęta refleksja nad studiowaniem jako koncepcją i fenomenem. Zaprezentowano wielość głosów, które ujawniają się w książce Reconceptualizing Study in Educational Discourse and Practice, wskazując tym samym na niejednoznaczność studiowania oraz obszary problemowe związane z daną koncepcją i fenomenem.
The text is a reflection on studying as a concept and a phenomenon. It shows the diverse opinions included in the book Reconceptualizing Study in Educational Discourse and Practice, pointing to the ambiguity of studying and the problem areas associated with each concept and phenomenon.

Źródło:

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2017, 2
2353-7914

Pojawia się w:

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

Niefilozoficzna pedagogika vs. niepedagogiczna filozofia? O (nie tylko współczesnej) potrzebie metanoi ku źródłowej filozofii wychowania
Non-philosophical pedagogy versus non-pedagogical philosophy? About (not only contemporary) need of metanoi towards source philosophy of education

Autorzy:

Płóciennik, Michał

Powiązania:

https://bibliotekanauki.pl/articles/628923.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane

Tematy:

filozofia
pedagogika
filozofia wychowania
metafizyka
kontemplacja
mistyka
philosophy
pedagogy
philosophy of education.
metaphysics
contemplation

Opis:

The purpose of this article is to draw attention to the dead end in which both philosophy and pedagogy have found themselves today, due to the loss of mutual reference source, and ultimately ‘more’ than common reference to No-source, out of which, in which and towards which they happen, and without which they appear suspended in emptiness. But since the diagnosis of a disease makes sense only in the context of the indication of the need for and direction of treatment, the suggestion and call for the return to the source-fulness has been presented as an urgent task of universal dialogue, the space of which as well as place and ‘subject’ will be entirely, i.e. (that is) source-fully understood the philosophy of education.
Celem niniejszego artykułu jest zwrócenie uwagi na ślepy zaułek, w jakim znalazły się współcześnie zarówno filozofia, jak i pedagogika, ze względu na utratę wzajemnych odniesień źródłowych, a ostatecznie „więcej” niż wspólnego odniesienia do Bez-Źródła, z którego, w którym i ku któremu się wydarzają, a bez czego jawią się jako zawieszone w próżni. Ale jako że diagnoza choroby ma sens jedynie w kontekście wskazania potrzeby i kierunku leczenia, przedstawiona została propozycja i apel o powrót do źródłowości jako pilne zadanie uniwersalnego dialogu, którego przestrzenią, a zarazem miejscem i „przedmiotem” będzie integralnie, źródłowo rozumiana filozofia wychowania.

Źródło:

Podstawy Edukacji; 2018, 11; 35-64
2081-2264

Pojawia się w:

Podstawy Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Pytanie o pedagogikę filozoficzną z Bronisławem F. Trentowskim w tle

Autorzy:

Katarzyna, Wrońska,

Powiązania:

https://bibliotekanauki.pl/articles/892060.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

philosophical pedagogy
education
Bronisław F. Trentowski’s Chowanna
philosophy of education
method of philosophical pedagogy

Opis:

The text poses the question about the possibility and the way of practising today’s philosophical pedagogy. For this purpose it refers to its 19th century example elaborated for pedagogy by the philosopher Bronisław F. Trentowski in his work Chowanna. In the discussion of this concept, the author of the text reflects on the renewed formula of philosophical pedagogy. She argues that scientific development of pedagogy is conducive to conducting a philosophical reflection within it and with its own initiative. In other words, the reflection on the sense of education and on the justification of methods of pedagogical impact, based on philosophical resources and on the research methods of humanities, performed in parallel to the empirical studies, helps pedagogy as a whole to fulfil its purpose. Also it protects pedagogy against politicisation, indoctrination and instrumentalisation of its subject. Philosophically reinforced pedagogy can also strengthen philosophy by providing it with in-depth knowledge of education taken from the rich educational thought of philosophers.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 91-101
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Cóż po pedagogice w ponowoczesności?
Why We Need Pedagogy in Post-Modernism?

Autorzy:

Śliwerski, Bogusław

Powiązania:

https://bibliotekanauki.pl/articles/20271221.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

pedagogy
educational science
meta-theory of education
colloquial theories of education
intellectual formation
philosophy of education

Opis:

This article depicts five approaches to pedagogy, which can be recognized in the course of history: 1) Pedagogy as a philosophy (science of man, paideia, educational anthropology), 2) pedagogy as an independent discipline of humanities, 3) pedagogy as a subject of academic and vocational studies, 4) pedagogy as a subjective theory of education and 5) pedagogy as a community intellectual formation. I am still looking for answers to the question, which of these approaches raises criticism or points to the evolution of educational sciences and schooling as a helpful reflection for practitioners and new directions in researches.

Źródło:

Annales. Etyka w Życiu Gospodarczym; 2012, 15; 313-323
1899-2226
2353-4869

Pojawia się w:

Annales. Etyka w Życiu Gospodarczym

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Philosophy as transformative practice: a proposal for a new concept of philosophy that better suits philosophy education

Autorzy:

Thomas, Phillipp

Powiązania:

https://bibliotekanauki.pl/articles/437436.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii

Tematy:

philosophy of education
theories of education
practical turn and philosophy
modern scientific paradigm and philosophy
subject‐specific didactics philosophy
philosophy education
philosophy at school

Opis:

The source of the following considerations is the observation that academic philosophy at universities does not fit well with philosophy education processes, e.g., those at school. Both sides seem to be separate from each other. I assume that the two areas rely on two very different concepts of philosophy. To work out a concept of philosophy more appropriate to the educational context, I methodically apply the practical turn to our philosophising in very different contexts. Moreover, I elaborate that it is precisely the modern scientific paradigm that underlies philosophy as scientific practice and that the former represents a problematic con-striction of philosophising in educational contexts. For where the ideal is objective scientific knowledge - from which everything subjective has been removed - there can be no deeper transformation of the subject through philosophy. My thesis is that philosophy is better suited to the educational context as transformative and not as scientific practice. As a consequence, the question arises as to whether the study of philosophy on teacher training courses needs a new impulse in the direction of philosophy as transformative practice.

Źródło:

ARGUMENT: Biannual Philosophical Journal; 2019, 9, 2; 185-199
2083-6635
2084-1043

Pojawia się w:

ARGUMENT: Biannual Philosophical Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

Eco-Education: A Required Element of Public Policies for Sustainable Social and Economic Development

Autorzy:

Iovan, Marţian

Powiązania:

https://bibliotekanauki.pl/articles/1036320.pdf

Data publikacji:

2014

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

Eco-education
environmental awareness and behavior
goals of ecological education
the new philosophy of education
sustainable development

Opis:

In this article, the author analyzes eco-education from a transdisciplinary perspective, as part of the “new education”, referring to its current dimensions, its goals and its utility in shaping the attitudes and behaviors of contemporary humans towards their environment and towards sustainable living. The goals and content of eco-education are dependent on a new philosophy, on a new axiological and ethical orientation that is, opposed to rationalistic philosophy, which guided the age of machinism and industrialization. The new view regarding humans’ (anthroposphere) relations with nature (biosphere and geosphere), is inspired from the fundamental rights of the human being, as part of nature, from universal values which harmonize sociosphere and biosphere, the ecological awareness of contemporary society with regard to the objective laws of nature, biodiversity conservation and environmental protection by juridical laws. These goals are meant for the entire population, especially children and young people, with the aid of schools and other educational factors (church, mass – media, cultural foundations, non-governmental organizations etc.), an ecological awareness, positive feelings and attitudes with respect to the environment, skills, abilities and capacities for efficient action in the sense of protecting nature and conserving ecological circuits. The author lays an emphasis on the idea that ecological education, in all its forms, will not yield the results expected by experts and future generations if it is undertaken randomly, fragmentarily, incoherently – regardless of how diversified and quantitatively extended it might be. As a global issue of today’s society – the efficiency of eco-education is dependent on the philosophy of nature and life, materialized in a global strategy, such as that of durable and knowledge-based development, which will facilitate the harmonization of various public policies launched by contemporary organizations and authorities. Generally speaking, any public policy has an ecological component, and the obtainment of performance in ecological policies necessarily involves an adequate ecological education.

Źródło:

Academicus International Scientific Journal; 2014, 09; 14-28
2079-3715
2309-1088

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

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