Search results

1

ks. Jan MIAZEK, Misterium Wielkiego Postu w modlitwach mszalnych dawnej i współczesnej liturgii rzymskiej, Warszawa 1997

100%

Słomski W.

Ruch Biblijny i Liturgiczny

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2001

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vol. 54

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issue 3

PL

-

2

ks. Bogdan Wiktor MATYSIAK, Zarys geografii i prehistorii starożytnego Bliskiego Wschodu, Olsztyn 1999

100%

Słomski W.

Ruch Biblijny i Liturgiczny

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2001

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vol. 54

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issue 3

PL

-

3

Ekumenizm w Nowym Testamencie

100%

Słomski W.

Ruch Biblijny i Liturgiczny

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1996

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vol. 49

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issue 2

PL

-

4

O dekonstrukcji

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Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

261-268

EN

From general assumptions concerning the method of reading the text, a series of detailed implications, important both for philosophy and for social, and political reality are drawn by Derrida. One of the binary oppositions, which Derrida submits to deconstruction, is the opposition between literalism and a metaphor. Also, that opposition, according to the French thinker, after a closer examination turns out to be a myth. According to popular belief, the literal meaning of the expression takes precedence over all metaphorical use in the sense that it is the foundation upon which the metaphorical use is built. From this point of view, a metaphor is supposed to be at most an addition and an ornament, and if it is supposed to be used in philosophy, it is only in exceptional circumstances, and to facilitate the understanding of the content that the philosopher tries to explain in any way possible in a language devoid of metaphors. In accordance with the assumptions of deconstruction, Derrida reverses this order and the concept, traditionally considered subservient to its opposition, puts in the first place. First of all, he notices that a metaphor does not belong to the language of philosophy, but to the colloquial language. We could expect that in order to understand the meaning of a metaphor in a philosophical text, we should translate it into a natural language in which we will be able to discover its literal meaning. Derrida believes that the process of reaching that literality we can admittedly begin, i.e., for any philosophical metaphor we can indicate some other term that comes off as literal, however, the term, after a closer analysis, also turns out to be a metaphor for which we need to find another expression that comes off as literal, etc. The difference between a philosophical metaphor and a natural expression comes down to the superficial impression of literalness, while, as a matter of fact, the natural expressions turn out to be old, “worn-out”, as Derrida expresses, metaphors.

5

O błędach popełnianych w wychowaniu

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Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2012

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issue 2(4)

197-204

EN

Among the major causes of parenting errors, the author identifies: - literal copying of experiences from the family home, - thoughtless imitation of others‘ behavior, - meeting all the needs of the child, - excessive concentration of attention on the child, binding child aspirations unreasonable.

6

Derrida. Dekonstrukcja i jej konsekwencje

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

175-187

EN

The purpose of deconstruction is not an understanding of the content of the text in the ordinary sense of the word, but to get to the bottom of everything that the text does not speak about explicitly, and thanks to it, it can lay claim to the truth. While speaking of signs which are rooted in metaphysics, Derrida, in fact, means precisely that the accepted tacit assumption that the text tells us something about the world, and that our task while reading the text is to bring out all there is in it that is directly related to real objects. That assumption can be accepted, and it may determine the way of reading the text only while going through a series of rhetorical procedures including the use of hierarchical conceptual oppositions, often possessing the evaluative character, or ignoring certain contents. Remaining outside the discourse and viewing it as a historical product, deconstruction should determine what and why has been relegated in that discourse to the margins and doomed to oblivion. The deconstructed text turns out to be another myth, moreover, the internally contradictory myth because in its innermost layer, which has just been revealed by deconstruction, denying it what it is trying to express itself.

7

Wstęp do estetyki Derridy i Lyotarda

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Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

143-145

EN

There have been outlined serious discrepancies between philosophies of Derrida and Lyotard on the grounds of deliberations concerning art. Lyotard questions the notion of beauty, demanding a replacement of it with a notion of the sublime, thanks to which artistic creation could also get rid of its constraints. Lyotard argues that beauty is possible thanks to the mimesis of nature, but the mimesis requires observance of the rules. Rejecting the idea of beauty, as a supreme value in art, we reject the necessity of subordinating art to rules, or, in Lyotard’s words, we sacrifice it for the freedom of practical reason.

8

Rola instytucji szkoły w XXI wieku

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2011

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issue 1(1)

145-167

EN

Pupils’ cognitive activities condition their intellectual, emotional and volitional development. In this context the process of teaching is not only dry passing on knowledge, but also creation of sensitivity to beauty, as in art or nature, formation of assessment skills of aesthetical and moral values of literary works, development of patriotic feelings, inculcating democratic principles and norms of co-existence. It is closely connected with tasks and functions of intellectual upbringing. Due to it the process of teaching cannot be divided into ‘parts’ dedicated separately to formation and development of definite feelings in pupils, or features of willpower and character of one sort or another, and familiarizing with the new teaching material, that is with knowledge, skills and habits recommended by the curriculum. Practically, gaining knowledge by children and teenagers happens simultaneously with development of definite feelings and desirable features of willpower and character. It is necessary to turn an attention to the fact that much has already been written and spoken about the ‘upbringing and education teaching’ or about ‘educational values of the teaching process’ for many years.

9

Wychowanie instytucjonalne

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Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2012

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issue 1(3)

221-228

EN

The author of the above paper characterizes institutional education. Particular attention is paid to the idea of the New Pedagogy.

10

Ю.М. Лотман. Теория текста

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Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2013

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issue 2(6)

315-334

EN

Of the variety of language problems of one of the most important is the problem of meaning. On the question, what is the value, you can immediately give an approximate answer, saying that the value it's what the sign says. Such a definition of values is acceptable, provided that we know what the sign, ie definition of value requires a definition of the linguistic sign. Science deals with the study of the value semantics, it is closely related to the study of properties of objects to perform the function of signs, the creation of the general theory of signs in all their manifestations, that is the task of science of semiotics, which is a synthesis of philosophical, linguistic and cultural ideas. The relevance of the study of semiotic concepts due to the special status of the language in the context of the humanities. Semantics and semiotics have a relatively young age in the status of a particular area of scientific knowledge. Its birth can be dated to the beginning of the last century, when they saw the light of the work of Charles Peirce, Charles Morris and F. de Saussure. Along with the increasing interest in the language increases the need for systematization of methodological approaches and understanding of the mosaic view of language, which is difficult to reconstruction and description. Hardly having registered as a scientific discipline, semiotics quickly disintegrated into many private semiotician, where its philosophical content pushed aside.

11

Ю.М. Лотмана, cемиосфера в теоретико-методологической концепции

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2013

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issue 1(5)

197-217

EN

Approach to assessing the scientific activities of Yuri Lotman terms of its relationship to semiotics, should pay attention to the history of the development of ideas about this area of knowledge. The basic principles of semiotics formulated in the nineteenth century, the American philosopher Charles Sanders Peirce. In the twentieth century semiotics took linguistic bias influenced by the ideas of the founder of structural linguistics of Ferdinand de Saussure and the founder of the Danish linguistic structuralism Louis Elmeleva (structural linguistics), and philosophical bias influenced by the ideas of the American philosopher Charles Morris. In 1960-1970, two years formed the school of semiotics. Among the active members of the French school is usually referred Claude Levi-Strauss, Algirdas Greimas, Tzvetan Todorov, Roland Barthes and his apprentice Julia Kristeva. Another school the so-called Tartu-Moscow, which is represented by the names of YM Lotman, ZG Mintz, I.A.Chernova (Tartu), VN Topo, Viacheslav. Ivanov, BA Assumption, II Revzin (Moscow). In Russia, the most comprehensive and consistent development of the idea of structural and semiotic school got in the works of Yuri Lotman (1922-1993). He made an enormous contribution to cultural studies for his research in the field of Russian culture in many of its fields in terms of semiotics. At the same time he is credited with the development of the general theory of self-culture, which Lotman considered as an open system of signs and structures. He believed that this system includes a natural language in addition to many other symbolic systems, including all forms of art. It is important that the culture this "text", there is always a certain "context", and the mechanism that creates an infinite variety of cultural "texts", and long-term collective memory selectively transmitting in time and space of intellectual and emotional information. In this sense, the work is of great importance YM Lotman's "Culture and Explosion" (1992), in which he explored the positions of semiotics distinction between "explosive" socio-cultural processes in Russia, with its controversial dihotolineynoy culture and Western culture, which is characterized by a more gradual and less destructive development.

12

Derrida i Lyotard. Obok siebie

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

147-155

EN

The present reflections will be devoted to the philosophies of Jacques Derrida and Jean- François Lyotard. We will attempt here to identify differences and similarities both between these two thinkers, and among the philosophical movements which their deliberations have given rise to. In the beginning, it is obviously necessary to make some terminology standardization, because such terms as “deconstructionism,” “post-structuralism” or “postmodernism” are sometimes used in various meanings, and are often the matter at issue. As a consequence of ambiguity of all these concepts, is the fact that individual authors are included either in post-structuralism or postmodernism, even when they have dissented themselves from belonging precisely to those philosophical currents.

13

Metody w szkole XXI wieku

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2011

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issue 2(2)

121-139

EN

Openness to new technologies and an ability to use them efficiently is a feature of the modern education. They often say about elevating efficiency of education through preparation of the youth to independent gaining and broadening their knowledge. It is necessary, however, to underline, in the light of presented threats, that it should be a critical selection of information which is found in the various kinds of sources. The present socioeconomical situation of the world creates new educational challenges. Using information and communication technologies in our country becomes widespread, first of all, thanks to schools and young generations. The youth belong to the largest group of the computer and Internet users. School has already been criticized for many years mainly for this that using coercion against pupils plays an essential role in it. Criticism also concerns the education of the ‘theoretical man’. Such an approach resulting from that school in reality does not lead to the pupil’s development because only learning resulting from the internal need can lead to it.

14

Systemy filozoficzne Derridy i Lyotarda

100%

Słomski W.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

157-173

EN

Jacques Derrida and Jean-François Lyotard are the creators of a philosophical and cultural movement called postmodernism (Lyotard has also contributed to the popularization of the term “postmodernism”), but it should be remembered that currently the term “postmodernism” refers to the entire spectrum of various ideas, the ideas and texts from various fields, therefore, it is impossible to identify the philosophy of Derrida or the philosophy of Lyotard with the movement in philosophy or, more importantly, the humanities and social sciences, which we now call postmodernism. From today’s perspective, both Derrida and Lyotard belong to a large group of authors whose work constitutes broadly understood postmodernism, but it would be unwarranted to claim that this movement stems directly from their achievements. These philosophers have begun a new way of practicing philosophy and proposed a new point of view, but they did not create concepts that would be widely accepted by philosophers who describe themselves as postmodernists. They also did not raise any disciples or successors who would attempt to develop the concepts outlined by them, although undoubtedly some of their concepts have had a significant impact on both the development of philosophy and the humanities, and social sciences. The concept of Derrida’s deconstruction proved to be the most influential (by that, however, it is necessary to understand the general method of reading texts, but not the collection of Derrida’s views, sometimes referred to as “deconstruction”), and Lyotard’s thesis concerning the end of Grand Narratives. The detailed theses on aesthetic, social, semantic and, finally, political issues are, as it seems, known primarily to philosophy experts.

15

Sytuacjonizm w etyce współczesnej

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2010

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issue 1(5)

71-79

16

Człowiek „miarą wszystkich rzeczy”

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2009

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issue 2(4)

19-27

17

Uwagi o współczesnej antropologii społecznej

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2008

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issue 2

57-66

18

Współczesne poglądy na problematykę wychowania

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2012

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issue 1

157-164

EN

Norms and social values find their support in authority. They result from it in a certain way. They exist and are conveyed by its mediation. Equally crucial is the after-effect of the education process - its style, parental attitudes, emotional relationships between adults and children. The above mentioned deliberations depict the complexity of upbringing issues. Is there one proper recipe for upbringing? With certainty not, though one can point out several principles which are helpful in this process. They are as follows: - “never impose your views or convictions by force, - express maximum possible acknowledgement for convictions and views of a child, - never insist on your view (…) make an assumption that “I can make a mistake, but he can be right”, - beam with warmth, love, attentiveness, joy as much as possible - let a child feel distinctly that he is being loved and that everything is for his sake. Actions speak louder than words, - treat your child as gently as the pupil of the eye, - do not treat your remarks for too valuable and your methods for ideal without fault”.

19

O zasadzie odpowiedzialności

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2009

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issue 1(3)

23-32

20

Człowiek jako podmiot działań etycznych

100%

Słomski W.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2008

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issue 1

5-14

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ks. Jan MIAZEK, Misterium Wielkiego Postu w modlitwach mszalnych dawnej i współczesnej liturgii rzymskiej, Warszawa 1997

ks. Bogdan Wiktor MATYSIAK, Zarys geografii i prehistorii starożytnego Bliskiego Wschodu, Olsztyn 1999

Ekumenizm w Nowym Testamencie

O dekonstrukcji

O błędach popełnianych w wychowaniu

Derrida. Dekonstrukcja i jej konsekwencje

Wstęp do estetyki Derridy i Lyotarda

Rola instytucji szkoły w XXI wieku

Wychowanie instytucjonalne

Ю.М. Лотман. Теория текста

Ю.М. Лотмана, cемиосфера в теоретико-методологической концепции

Derrida i Lyotard. Obok siebie

Metody w szkole XXI wieku

Systemy filozoficzne Derridy i Lyotarda

Sytuacjonizm w etyce współczesnej

Człowiek „miarą wszystkich rzeczy”

Uwagi o współczesnej antropologii społecznej

Współczesne poglądy na problematykę wychowania

O zasadzie odpowiedzialności

Człowiek jako podmiot działań etycznych