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1
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Charakterystyka filozofii czeskiej przełomu XIX i XX wieku

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Taboł S.
ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich
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2015
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issue 15
171-192
RU
Чешская философия XIX–XX веков была разнообразной. Кроме позитивизма, который в то время занимал лидирующие позиции, также культивируется идеализм, который представляли: Л. Клима, Ф. Марес, Е. Радл. Также важное место занимал структурализм, который в Чешской Республике сформулировали и укоренили Я. Мукаровский и Й.Л. Фишер. Особенное место занимала феноменология (Я. Козак, Я. Паточка), протестантская философия (Е. Радл, Я. Громадка), католическая философия (Я. Кратохвил). В этот же период возникает также неосхоластика. Чешские философы внесли огромный вклад в развитие мировой философии.
EN
Czech philosophy of the late nineteenth and early twentieth century was diverse. Besides positivism, which at that time took the leading positions there was also cultivated idealism, which was represented by L. Klima, F. Mares and E. Radl. Also an important place occupied structuralism, which in the Czech Republic was formed and grounded by Jan Mukařovski and J.L. Fischer. Specific place was held by the phenomenology (J. Kozák, J. Patočka), protestant philosophy (E. Rádl, J.L. Hromádka), catholic philosophy (J. Kratochvil). In this period also appeared neo-scholasticism. Czech philosophers had a great contribution to the development of world philosophy.
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Lech Witkowski / Przełom dwoistości w pedagogice polskiej. Historia, teoria, krytyka. Kraków 2013

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Taboł S.
Przegląd Pedagogiczny
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2013
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issue 1
145-149
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Edukacja a kultura szkoły

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Taboł S.
Przegląd Pedagogiczny
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2010
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issue 1
105-112
PL
Artykuł dotyczy zagadnienia kultury edukacji. Jest to wynik konkluzji nad edukacją. Współcześni nauczyciele nie interesują się swoimi uczniami i wcale im to nie przeszkadza. Dla nauczyciela najważniejsze jest, by zrealizować program nauczania. Jaka jest prawda dotycząca kultury edukacyjnej, jaką reprezentują nauczyciele? Czy nauczyciel jest najważniejszym elementem systemu szkolnego? Rzeczywistość dostarcza informacji, że odpowiedzi na wyżej postawione pytania są twierdzące. Cała kultura edukacji wciąż się zmienia. Wielu nauczycieli zapomina, że szkoła to nie tylko mury. W środku budynku, jakim jest szkoła, znajdują się ludzie o określonej etyce i osobowości. Zachowanie nauczycieli w wielu przypadkach utrudnia uczniom branie z nich moralnego przykładu.
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Bogusław Bieszczad / Pedagogika i język. Perspektywa ponowoczesna. Kraków 2013

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Taboł S.
Przegląd Pedagogiczny
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2014
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issue 1
211-213
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Andrzej Ryk (2015). W poszukiwaniu podstaw badań ejdetycznych w perspektywie fenomenologicznej. Na podstawie koncepcji Edmunda Husserla. Kraków: Oficyna Wydawnicza „Impuls”, ss. 107

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Taboł S.
Przegląd Pedagogiczny
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2016
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issue 2
293-295
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POLSKA I CZESKA FILOZOFIA WYCHOWANIA. PRÓBA ANALIZY Z PERSPEKTYWY INSTYTUCJONALNEJ I HISTORYCZNEJ

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Taboł S.
Forum Pedagogiczne
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2013
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issue 1
59-83
PL
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.
EN
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.
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Myśl pedagogiczna neoscholastyki i neotomizmu, red. M. Krasnodębski, Wydawnictwo Szkoły Wyższej Przymierza Rodzin, Warszawa 2014, ss. 256.

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Taboł S.
Forum Pedagogiczne
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2015
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issue 1
279-282
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ANDRZEJ RYK, W POSZUKIWANIU PEDAGOGICZNEGO ARCHE. ZARYS SYSTEMÓW PEDAGOGICZNYCH, WYDAWNICTWO NAUKOWE UNIWERSYTETU PEDAGOGICZNEGO, KRAKÓW 2012, SS. 333

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Taboł S.
Forum Pedagogiczne
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2012
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issue 2
255-258
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Mikołaj Krasnodębski, Integralna antropologia wychowania. Filozofia wychowująca tomizmu konsekwentnego, Białystok 2013, ss. 210.

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Taboł S.
Forum Pedagogiczne
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2014
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issue 1
259-263
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Zygmunt Bauman, O edukacji. Rozmowy z Riccardo Mazzeo, tłum. P. Poniatowska, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej, Wrocław 2012, ss. 152

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Taboł S.
Forum Pedagogiczne
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2013
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issue 2
149-154
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Kształcenie zawodowe w Czechach

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Taboł S.
Edukacja Ustawiczna Dorosłych
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2017
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issue 1
41-47
EN
A great contribution to education in the Czech Republic was made by the empress Maria Theresa who created the foundations of the education system in the Czech Republic. However, the crucial year for the formation of the Czech vocational education system was 1869, when there was enacted the education law, developed by Leopold Hausner, the Minister of Education of the Austrian Empire, therefore known as Hausner`s law. Some elements of this law are discernible in the modern education system in the Czech Republic. A high school`s student in the Czech Republic can complete vocational education on variety of ways which are presented in the article. The secondary vocational school is in crisis because of the declining number of students who decide to choose this type of education. Students have learning opportunities at 1100 specializations. From 2013 a new school-leaving examination was implemented. However, the problem is the low pass rate of the school-leaving examination, which currently stands at 69%.
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Potocyzmy i wulgaryzmy w powieści Jáchyma Topola »Strefa cyrkowa«

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Taboł S.
Bohemistyka
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2016
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vol. 16
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issue 3
261 - 270
EN
Article answers the question: What are the functions in the novel Poplar vulgar and colloquial words. The use of these words is certainly thought-treatment by the author. The use of these tokens is aware of mediocrity reality in which man does not have to try to speak properly, carefully, beautifully and efficiently. If reality is not acceptable, the sender is released from the culture of the language, attention to accuracy of expression, located in the appropriate scale of compliance with the standard language. Setting heroes is gray, ugly, therefore the characters speak everyday, expressively motivated by which Topol also convinces the reader of the hopelessness of the world in which they found themselves heroes. Profanity and colloquialism have a definite, clear and powerful method for evaluating the world and people. Language transfer, saturated with this type of lexemes is highly expressive and emotional.
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Tomizm czeski w latach 1879-1948

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Taboł S.
Rocznik Tomistyczny
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2015
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vol. 4
239-248
EN
The article begins from the state of research on the history of Thomistic philosophy to the Czech Republic. It discusse the most important figures of the Czech Thomism in 1897-1948 taking them in two generations of scholars. The particular attention is devoted to the Thomist environment Dominican Order from Olomouc who were publishing quarterly Filosofická revue in 1929-1948. As an example of the work of Czech Thomists author discusses an issue connected with the philosophical and theological aspects of upbringing the man. The achievements of Czech Thomists compared with whole Czech philosophy in author’s opinion is considerable: they organized International Conference of Thomistic Philosophy, they founded a magazine which was up to the global mark and published in it among others Maritain, Husserl, Patočka, they discussed about the latest philosophical currents and they reviewed philosophical dissertations from whole world. Czech Thomists’ writer activity also is very important: they published a lot of textbooks, monographs, dissertations and articles. Not all aims of Czech philosophers realized but they ordered relationships between faith and science. It was the reason treating Thomism in Republic Czech as a methodological thoroughness paragon.
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