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1

ZKUŠENOST V DEWEYHO EXPERIMENTÁLNÍ METAFYZICE: RADIKÁLNÍ PŘEKROČENÍ SUBJEKT – OBJEKTOVÉ EPISTEMOLOGIE

100%
Šíp R.
Organon F. medzinárodný časopis pre analytickú filozofiu
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2014
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vol. 21
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issue 1
63 – 81
EN
The author traces the road Dewey covered when he tried to free himself from a traditional ontology and epistemology. He made completely change understanding of the concept of experience. In the second part, author shows what it is meant to be “true”/“false” in the pragmatist logic and epistemology. It is indicated by explication of Dewey’s up-to-date conception of perception and knowledge. The role of action is stressed there. In the third part, the author explains why our traditional approach to thinking could not accept this pragmatist understanding. He introduces there Dewey’s analysis of the old Greek idea of knowledge as seeing finalities of the “true world”. In the semi-final part, the author articulates Dewey’s conception of “ecological paradigm” that could be seen as a final liberation from the old, powerful, yet false tradition of the separate objects ontology. There the conception of situational ontology is presented. In the last part, he summarizes a new understanding of knowledge, truth and situational ontology and thus determines a new meaning of experience. There, the experience there is understood as a not-subjective field of powers that cross back and forth borders of objects in a process of achieving equilibrium.
2
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Rortyho „Zrcadlo“ konečně v českém střihu

100%
Šíp R.
Filosofický časopis (Philosophical Journal)
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2012
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vol. 60
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issue 6
849-867
EN
This article is a review study of Rorty’s book Philosophy and the Mirror of Nature, which was recently translated into Czech. In the first part, the reviewer compares the Slovak and Czech translations and draws attention to the qualities of the Czech. In the second part, the main structural points in Rorty’s argument are described – from the genealogical stress on the arbitrariness of modern conceptions of representation and the explanation of the reasons for the primacy of epistemology above ontology, to the critical deconstruction of this thought and to Rorty’s proposal of a new conception and new function of philosophy. In the following part, by the way of a response to T. Marvan, an inconsistency in Rorty’s work is drawn attention to – that is its continuing attachment to the modern tradition of thinking, something which detracts from the consistency of his anti-representationalism. In the final part of the article, a hope is expressed that the reading of the Mirror will be an inspiration for further reading of less fashionable, but rather ostracised, works and authors.
CS
Předložený text je recenzní studií Rortyho knihy Filosofie a zrcadlo přírody, jež byla nedávno převedena do českého jazyka. V první části recenzent porovnává slovenský a český překlad a upozorňuje na kvality toho českého. V druhé části přibližuje hlavní strukturní momenty Rortyho argumentu – od genealogického zvýraznění nahodilosti novověké představy reprezentace a vysvětlení důvodů k nadřazení epistemologie nad ontologii až ke kritické dekonstrukci této myšlenky a k Rortyho návrhu na nové pojetí a novou funkci filosofie. V následující části prostřednictvím odpovědi T. Marvanovi poukazuje na nekonzistentnost v Rortyho díle – na jeho přetrvávající příslušnost k novověké tradici myšlení, jež devalvuje jeho důsledný antireprezentacionalismus. V poslední části textu vyjadřuje naději, že se četba Zrcadla stane inspirací k četbě dalších – méně módních, ale přesto stejně ostrakizovaných – děl a autorů.
3

Globalization, nationalism and Europe: The need for trans-national perspectives in education

100%
Šíp R.
Human Affairs
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2014
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vol. 24
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issue 2
248-257
EN
The article is divided into five parts that take readers through a historical and sociological analysis of the birth of European nationalism and concludes by emphasizing the need to overcome nationalism. In the first three parts, the author provides readers with detailed arguments on the historical background of nationalism. These show that the ideas of nationalism provided modern society with an important type of social bond. However, the article also focuses on why this type of social bond became the source of serious trouble in central Europe. It has produced many disastrous events, such as wars, the holocaust, and ethnic-cleansing. Moreover, it has brought about a style of thinking that is too rigid and out of date in our globalizing world. The fourth part shows that nationalism operates through nationalist identity-myths. In the final part of the article, the author demonstrates how this new type of nationalism type has influenced the philosophy of education, teaching and national curricula and suggests a few maxims that should govern the transition from nationalist to trans-nationalist perspectives (not only) in education.
4

RORTY A PRAGMATISTICKÉ POJETÍ PROBLÉMU VEŘEJNÉ VERSUS SOUKROMÉ

100%
Šíp R.
Filozofia (Philosophy)
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2011
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vol. 66
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issue 10
981 – 991
EN
The paper focuses on the disproportion the author sees in Rorty’s work. While the author prices highly Rorty’s anti-representationalism, he criticizes Rorty’s social and political philosophy, which, in his opinion, is rooted in early modern philosophy. The latter, he argues, emphasizes the dichotomy between subject and object – an approach characteristic for that period. In support of his claiming a big difference between full-fledge pragmatism and purely pragmatic eclecticism, the author compares Rorty’s and Dewey’s works to show that those of Dewey are considerably promising as for as the resolution of the problems of our society and politics.
5
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Pojetí tacitních znalostí v paradigmatu sjednoceného pole

63%
Šíp R., Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 5
664-690
EN
The aim of this theoretical study is to clear the concept of tacit knowledge. In the first part of the text, the authors show where the confusion comes from. If we take knowledge as a mental representation we will not, in fact, be able to inquire it. In the second part, an alternative, which has been alive for more than a hundred years, is detected in works on knowledge and knowing by scholars such as Dewey and Piaget. Then, in the third part, the authors depict the hesitation of specialists that could not abandon the old traditional understanding of knowledge (in the study connected with the “paradigm of separated objects”) and their need to across it. Thus they stay between the old and the new paradigm (the new one is in the text referred to as the “paradigm of a unified field”) and therefore, their theories are very often confusing and unusable in praxis. For better understanding of the two – traditional and alternative – paradigms, the authors offer a short introduction to both in the fourth and fifth parts. The study ends by the conclusion that if we are able to understand knowledge not as a representation, but as a dynamic structure of a unified field, we will be able to grasp tacit knowledge as atacit dimension of the structure and thus we will be able to study it more properly.
6
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Role pragmatické kompetence ve výuce čestiny jako cizího jazyka a utváření sociální identity

63%
Hrdá M., Šíp R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 4
436-456
EN
The authors of this text present the philosophical basis in which the relationship of communication and integration is seen in a new context. It deals with the tight involvement of language acquisition in the formation of social identity. Both are examined in the process of the development of pragmatic competence as the fundamental component of communicative competence. The alternative stance offered by the authors underlines and explains the major tendencies of foreign language teaching – to distance themselves from narrowly linguistic approach and to aim at communications thoroughly. At the end of the text, the authors introduce a hint of a possible research design that grasps the relationship between pragmatic competence and social identity.
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