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Zagadnienie eudajmonizmu i etyki stosowanej w świetle teorii kultury

100%
Malitowska A.
Filo-Sofija
|
2012
|
vol. 12
|
issue 3(18)
71-81
EN
This paper is situated within some contemporary debates over the problem of the gap between professional ethical reflection and moral practice. Starting with J. Habermas’ thesis about the deficiency of communication between expert cultures and the world of everyday life, and J. Kmita’s culture-theoretical analysis of the process of liberation of the worldview from practical spheres of culture, the author explicates the problem of a discrepancy between the universal claims of normative ethics and the individualistic perspective of eudaimonism. On the basis of Birnbacher’s considerations, the author introduces the concept of “applied ethics” which reconciles both normative and eudaimonistic approaches.
2
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Współpraca Instytutu Filozofii UAM ze szkołami średnimi: „Wykłady Otwarte z Filozofii i Etyki dla Młodzieży” oraz „Warsztaty Filozoficzne”

100%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
|
2012
|
vol. 1
|
issue 1
154-155
PL
.
3
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Czym jest filozofia moralna?

100%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
|
2012
|
vol. 1
|
issue 1
120-126
EN
The first part of the present article is an introduction to ethics as a branch of philosophy, as moral philosophy, or philosophical thinking about morality. In the second part of the article the author deals with the relationship between three kinds of thinking that relate to morality: descriptive empirical inquiry (descriptive ethics), normative thinking, and meta-ethical reflection.
4
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Etyka zawodowa. Kompetencje etyczne nauczycieli

100%
Malitowska A.
Principia
|
2012
|
vol. 57
PL
In the following considerations the author addresses the issue of teachers' professional ethics and in particular the issue of teachers ethical competence which is understood as a capacity to make responsible moral judgments with regard to situations that occur in the course of professional practice. In accordance with the pragmatic idea of community of inquiry, the author argues that the role of professional ethics is to design the discourse concerned with moral problems which should allow the teachers to develop and cultivate ethical competences.
5
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Filozofia zmienia świat! Konferencja dla Młodzieży w ramach XVI Poznańskiego Festiwalu Nauki i Sztuki

88%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
|
2013
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vol. 2
|
issue 1
261-262
6
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To już XXV Olimpiada Filozoficzna!

75%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
|
2012
|
vol. 1
|
issue 2
217-217
PL
To już XXV Olimpiada Filozoficzna!
7
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Participatory methods for information society

63%
Bonecki M., Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
|
2016
|
vol. 5
|
issue 2
5-10
EN
The paper provides introductory remarks to the special issue of Public Philosophy and Democratic Education dedicated to the role of participatory methods in contemporary informational society. The authors posit that in relation to classical definitions of knowledge economy, which treat knowledge as a fundamental factor of production leading to innovations in products and services, one can also acknowledge the democratizing of the innovation (technical, social, or institutional) due to increased participation of society in the process. The authors refer to information technologies which enable citizens’ participation in urban governance. They also emphasize the role of participatory-foresight methods in creating public policy based on long-term citizens-driven visions of social and economic development.
8
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Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism

63%
Malitowska A., Bonecki M.
Ethics in Progress
|
2016
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vol. 7
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issue 1
184-198
EN
This paper focuses on analysis of relation between pedagogical and epistemological ideas of John Dewey. Our considerations are divided into four sections. (1) We reconstruct Dewey’s conception of culture as a body of normative and regulative common sense beliefs determining human conduct and language use. (2) Further, we compare common sense based inquiry and its scientific mode with regard to their respective conceptual frameworks in order to show that “theoretical-scientific” perspective provides more comprehensive insight into the relations constituting problem situations. (3) We identify informal education with socialization processes and argue that educational process relies on constant reflection on cultural habits. (4) We conclude that competences of using theoretical conceptual frameworks and conducting scientific inquiry play crucial role in Dewey’s educational ideology of progressivism since they provide basic tools for critical reconsideration and revision of common sense beliefs.
9
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Współpraca Instytutu Filozofii ze szkołami średnimi: „Civic Education” w VI LO w Poznaniu

63%
Malitowska A., Bonecki M.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
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vol. 1
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issue 1
160-161
PL
.
10
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Filozofowanie z dziećmi: Co czyni rzecz zwyczajną nadzwyczajną? Warsztaty twórcze na 18. Biennale Sztuki dla Dziecka (Poznań 2011)

63%
Malitowska A., Budzińska K.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
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vol. 1
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issue 1
162-164
PL
.
11
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O „Filozofii Publicznej i Edukacji Demokratycznej”

63%
Juchacz P. W., Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
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vol. 1
|
issue 1
4-10
EN
On „Public Philosophy and Democratic Education”
PL
O „Filozofii Publicznej i Edukacji Demokratycznej”
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Przedszkolaki filozofują

51%
Malitowska A., Budzińska K.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
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vol. 1
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issue 2
213-214
PL
Przedszkolaki filozofują
13
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Warsztaty „Living Values”

50%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
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vol. 1
|
issue 1
167-167
PL
.
14
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XXIV Olimpiada Filozoficzna

50%
Malitowska A.
Filozofia Publiczna i Edukacja Demokratyczna
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2012
|
vol. 1
|
issue 1
168-169
PL
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