Filozoficzne Problemy Edukacji最新文献

{"title":"Archaeology of the term “kształcenie”. On the history of the 20th century Polish systematic educational science","authors":"D. Stępkowski","doi":"10.4467/25450948FPE.20.002.12940","DOIUrl":"https://doi.org/10.4467/25450948FPE.20.002.12940","url":null,"abstract":"The aim of the article is to analyse the meaning and use of the term “kształcenie” in the concepts of systematic pedagogy in 20th-century Poland. The study involved M. Foucault’s archaeological method and systematic problem-historical analysis. As a result, it was found that in the indicated period a change in the disciplinary assignment of the term “kształcenie” from systematic pedagogy to didactics occurred, which was accompanied by a shift in meaning towards the instrumentally perceived modelling of personality through school teaching. Identification and revision of this fact opens the possibility to reintroduce the term and concept of “kształcenie” to systematic Polish pedagogy as one of its two basic categories, next to “wychowanie” (upbringing).","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"935 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116198119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erazm z Rotterdamu jako nauczyciel humanizmu chrześcijańskiego","authors":"K. Wrońska","doi":"10.4467/25450948FPE.20.003.12941","DOIUrl":"https://doi.org/10.4467/25450948FPE.20.003.12941","url":null,"abstract":"The text presents the life and thought of Erasmus of Rotterdam as a humanist, educator and clergyman, and then tries to describe the Erasmus concept of humanistic religious education arising from these three levels and ways of thinking. The purpose of this research is twofold. On the one hand, it is about recreating this historical thought with the ambition to bring out its distinguishing features, on the other – it is assumed that this concept can be useful to us today, interested or responsible for today’s shape of religious education, in theory and practice.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122256199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Philosophy of education in Lviv-Warsaw School. Twardowski’s and his students’ philosophical conceptions of education","authors":"Olha Honcharenko","doi":"10.4467/25450948FPE.20.005.12943","DOIUrl":"https://doi.org/10.4467/25450948FPE.20.005.12943","url":null,"abstract":"A common feature of Lviv-Warsaw School (hereinafter – LWS) was not only the requirement of clear and precise thinking, but also a set of beliefs on the topic of philosophy and its role in the human and society life. This means that LWS had a certain philosophical conception of education. This is justified by the study of pedagogical aspects of Kazimierz Twardowski’s philosophy and philosophical aspects of pedagogy of his students Bogdan Nawroczyński and Kazimierz Sośnicki, as well as comprehending the idea of university and philosophical education in LWS. However, there is no integrated study of the LWS philosophy of education. This paper aims at reconstruction of LWS’s philosophy of education. Achieving this goal involves clarifying Twardowski’s role in developing philosophy of education at LWS and defining philosophical conceptions of education in his students’ works.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121490591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nowa humanistyka i język współczesnej pedagogiki. Interdyscyplinarne przesłania.","authors":"Bogusław Bieszczad","doi":"10.4467/25450948fpe.19.001.10955","DOIUrl":"https://doi.org/10.4467/25450948fpe.19.001.10955","url":null,"abstract":"Th e article is an attempt to synthetic introduction to issues concerning language of contemporary Polish educational studies in the interdisciplinary perspective and with the use of categories of the New Humanities. For many years language has been perceived as a tool of description of reality according to rules provided by Lvov-Warsaw School (mainly the rule of precision and unambiguity). Linguistic turn changed this point of view and set the language as a scientifi c issue in many specifi c disciplines including educational studies. Multiparadigmatic and humanistic as well dimension of knowledge of education indicates the necessity of analysis of contemporary educational studies’ language in the perspective of the newest trends including the New Humanities. Its transdisciplinary char-acter and new orientations situated on the frontier of the traditional scientifi c disciplines point out to the need to investigate the new language of educational studies, allowing, in addition to the traditional principles of clarity, precision and exactness also for the categories of fi gurativeness and metaphoricalness situated in the perspectives of streams of non-dualistic and anti-essentialistic philosophy. Such language corresponds to the basic at-tributes of the New Humanities, determined by the categories of innovativeness and social usefulness. Departing from the neo-positivist rules of language evaluation also favors the adverse phenomena of emergence of pseudo- and paralanguages in educational science, apparently only setting issues in the domain of research on education.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127226041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and Freedom. An Essay on Józef Tischner’s Pedagogical Thought","authors":"K. Wrońska","doi":"10.4467/25450948fpe.19.004.10958","DOIUrl":"https://doi.org/10.4467/25450948fpe.19.004.10958","url":null,"abstract":"Wychowanie a wolno ść . Próba wgl ą du w my ś lenie pedagogiczne Józefa Tischnera Tekst pisany z perspektywy pedagogiki fi lozofi cznej jest próbą wglądu w myślenie pedagogiczne jednego z fi lozofów wolności – Józefa Tischnera. Autorka stawia przed sobą zadanie wydobycia i odczytania ze źródłowych tekstów i wypowiedzi Tischnera znaczeń i sensu, jakie nadaje on edukacji. Ma to służyć dwóm celom. Pierwszy z nich odpowiada na zapotrzebowanie pedagogiki, która szuka filozoficznych uzasadnień dla podejmowanej działalności pedagogicznej. Drugi cel ściślej wiąże się z zapotrzebowaniem filozofii; chodzi o sprawdzenie, w jaki sposób refleksja pedagogiczna wkomponowuje się w koncepcję filozoficzną autora Myślenia według wartości oraz co do niej wnosi. Uściślając ten drugi cel, autorka chce szukać odpowiedzi na pytanie: czy pedagogia Tischnera jest konsekwentną aplikacją jego fi lozofi i wolności, czy może tę fi lozofi ę poszerza?","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"73 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128030456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Obraz wychowania w powieści Jamesa Joyce’a Portret artysty z czasów młodości. Część pierwsza: religijne podstawy wychowania","authors":"Ireneusz Ziemiński","doi":"10.4467/25450948fpe.19.002.10956","DOIUrl":"https://doi.org/10.4467/25450948fpe.19.002.10956","url":null,"abstract":"Obraz wychowania w powieści Jamesa Joyce’a Portret artysty z czasow mlodości.  Cześc pierwsza: religijne podstawy wychowania","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125655984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"O tym, co z relatywizmu nie wynika. Perspektywa współczesnej socjologii wiedzy naukowej.","authors":"Marek Więcław","doi":"10.4467/25450948fpe.19.005.10959","DOIUrl":"https://doi.org/10.4467/25450948fpe.19.005.10959","url":null,"abstract":"","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117109879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Świat jako podstawowa kategoria filozofii wychowania Martina Bubera","authors":"M. Kościelniak","doi":"10.4467/25450948fpe.21.002.15167","DOIUrl":"https://doi.org/10.4467/25450948fpe.21.002.15167","url":null,"abstract":"Artykuł poświęcony jest kategorii pojęciowej „świat”, która odgrywa istotną rolę nie tylko w samej filozofii Martina Bubera, lecz stanowi również ważny element koncepcji wychowania. Świadczą o tym stwierdzenia zawarte w mowie „O tym, co wychowawcze” [Über das Erzieherische]: świat „płodzi w jednostce osobę”, „wychowuje człowieka”. Objaśnieniu tych stwierdzeń służy przeprowadzona w artykule prezentacja buberowskiej koncepcji dwojakości świata jako „świata Ono” [Eswelt] i „świata Ty” [Duwelt]. Jako kluczowy problem rozważanej filozofii zidentyfikowana została kwestia sposobu przezwyciężenia kryzysu współczesnego świata wywołanego dominacją deterministycznego, monologicznego, uprzedmiotawiającego „świata Ono” nad światem autentycznych międzyludzkich relacji, czyli nad „światem Ty”. W swoim fundamentalnym dziele „Ja i Ty”, autor przekonuje, że przezwyciężenie tego kryzysu zależy od pewnego rodzaju przeniesienia w codzienne życie ludzi obecności Boga, jakiej każdy może doświadczyć w bezpośredniej relacji z Nim („relacja absolutna”, „relacja czysta”). Intensyfikacja i zagęszczenie momentów relacji w materii ludzkiego życia przyniesie, zdaniem autora, stopniową przemianę wszystkich sfer świata: sfera życia z przyrodą stanie się Kosmosem (rzeczywistością, w której zapanuje sensowny, tzn. boski ład), sfera stosunków międzyludzkich stanie się Erosem (rzeczywistością, w której zapanuje ład miłości), zaś sfera ducha stanie się Logosem (rzeczywistością, w której twórcza myśl będzie zapładniana przez wydarzenia relacyjne). Zgłębienie filozoficznej koncepcji świata prowadzi do wniosku, że Buber, mówiąc o świecie, który „wychowuje człowieka” ma na myśli świat rozumiany jako Kosmos, Eros i Logos. Wychowawca powinien taki właśnie świat skupiać w swojej osobie i przedstawiać wychowankowi w relacji wychowawczej.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121832081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Myśl twórcy nowożytnej idei olimpijskiej Pierre’a de Coubertina w kontekście współczesnych wyzwań wychowania fizycznego dzieci i młodzieży w Polsce","authors":"B. Gola","doi":"10.4467/25450948fpe.21.006.15171","DOIUrl":"https://doi.org/10.4467/25450948fpe.21.006.15171","url":null,"abstract":"W artykule przedstawiono postać i poglądy twórcy nowożytnej idei olimpijskiej – Pierre’a de Coubertina na zjawisko przeciążenia umysłowego uczniów oraz rolę sportu w rozwoju człowieka. Rozwój ten opierał na kalokagatii – antycznym ideale wychowania wszechstronnego. W książce Pédagogie sportive(Pedagogika sportowa) francuski myśliciel ukazuje w jaki sposób aktywność fizyczna i sport może wpływać na rozwój moralny, społeczny i zdolności umysłowe. Refleksje i postulaty reformatora edukacji sprzed wieku okazują się być aktualne wobec współczesnych wyzwań wychowania fizycznego dzieci i młodzieży. Dotyczy to m. in. ograniczania w szkolnej edukacji naturalnej potrzeby ruchu u młodszych uczniów, sedenteryjnego trybu życia, hipokinezji, niechęci uczniów do uczestniczenia w lekcjach wychowania fizycznego, braku odpowiedniej infrastruktury sportowej do podejmowania aktywności fizycznej w szkole czy niedomogów edukacji zdrowotnej. \u0000\u0000\u0000The thought of the creator of the modern Olympic idea, Pierre de Coubertin, in the context of contemporary challenges of physical education of children and youth in Poland\u0000\u0000The article presents the figure and views of the creator of the modern Olympic idea - Pierre de Coubertin on the phenomenon of mental overload of students and the role of sport in human development. This development was based on kalokagathia - an ancient ideal of comprehensive education. In his book „Pédagogie sportive” (Sport Pedagogy), the French thinker shows how physical activity and sport can influence moral, social and mental development. The reflections and postulates of the reformer of education from a century ago turn out to be up-to-date with contemporary challenges of physical education of children and youth. These include limiting the natural need for physical activity in younger students, sedentary lifestyles, hypokinesia, students' reluctance to participate in physical education classes, lack of adequate sports infrastructure for physical activity at school, and deficiencies in health education.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122466976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Civility – a discourse absent from pedagogy. An attempt at (re)constructing the concept","authors":"K. Wrońska","doi":"10.4467/25450948fpe.21.003.15168","DOIUrl":"https://doi.org/10.4467/25450948fpe.21.003.15168","url":null,"abstract":"This text is an attempt at analysing civility, an undertaking practically absent from the contemporary pedagogical discourse though amply discussed within the humanities. The (re)construction of this concept aims to restore the importance of civility as a form of civilised life and to advocate for the need to acquire this quality through education. To this end, I review the history of the concept of civility (as a part of the civilising process) and then establish its relation to social mores and morality. Finally, I propose a contemporary understanding of civility within the public and private sphere and in its interpersonal and social roles and how these relate to each other. I assume that a reconstruction of the concept, including a portrayal of civility as a useful good and simultaneously a manifestation of human morality or the human condition in general, warrants the placement of civility among the internal goods of education.","PeriodicalId":145714,"journal":{"name":"Filozoficzne Problemy Edukacji","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131993899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}