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1

Uniwersytet w czasach marnych

100%

Gadacz T.

Kwartalnik Pedagogiczny

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2016

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vol. 61(3 (241))

35-47

PL

In the article I show the link between the crisis of the contemporary university and the crisis of the European humanity. It is expressed by an imbalance between the material and the spiritual dimensions of life and the domination of the hedonic, utilitarian and vital value above the aesthetic, moral and intellectual values. However, in science it is expressed in the shaping for the 19th century domination of science over the humanities. Its effect is to displace the theory in Greek meaning, understood as the admiration for the truth, goodness and beauty, by the theory understood as a useful scientific hypothesis. Crowding out of education, understood as the acquisition of human competency, through the education understood as equipping entities of the work in practical competence. In the article I put a postulate that the university should again become a space of free thought, independent of the pressures of politics and the economy. It should free itself from the bureaucratic yoke and regain the confidence to be able to give a full, universal education.

2

Pięć koncepcji dialogu

100%

Gadacz T.

Kwartalnik Pedagogiczny

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2015

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vol. 60(2 (236))

75-91

PL

Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.

3

Paulina Sosnowska, Arendt i Heidegger. Pedagogiczna obietnica filozofii

50%

Gadacz T.

Kwartalnik Pedagogiczny

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2017

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vol. 62(2 (244))

300-309

PL

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4

Problem relacji społecznych w filozofii Martina Bubera

50%

Gadacz T.

Przegląd Filozoficzny. Nowa Seria

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2015

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issue 4

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4 Gadacz T.

Uniwersytet w czasach marnych

Pięć koncepcji dialogu

Paulina Sosnowska, Arendt i Heidegger. Pedagogiczna obietnica filozofii

Problem relacji społecznych w filozofii Martina Bubera