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Die Deutschdidaktik in Polen muss umkehren. Eine RetroPerspektive. German language education in Poland must change. A retro-perspective view.

100%
Lewicka G.
Glottodidactica
|
2016
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vol. 43
|
issue 2
85-93
DE
The article deals with the situation of German language education in Poland from a retro-perspective viewpoint which consists in revisiting the past 50 years, from the moment the first issue of Glottodidactica appeared, and modifying it from the present by giving suggestions which could cause positive changes in the Polish tradition of language teaching and learning methodology.
2
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Czy dialog sokratejski może być konstruktywistyczny?

67%
Moroz J.
Pedagogika Szkoły Wyższej
|
2015
|
issue 2
EN
Socratic method seems very interesting and attractive conception of the inquiry to knowledge. Teacher applying this method promote independence and self-reliance in the classroom, while his role is reduced to facilitate the learning process only. Besides, Socrates’s method is based on definitely an analytical approach to knowledge. In article I suggest that Socratic method, because of these characteristics, can be identified with constructivist approach to learning. At the same time I advance the thesis that mentioned method, as a historical and philosophical category, should not be confused with constructivism.
3
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Filozofia jako dydaktyka, dydaktyka jako filozofia. Od racjonalności instrumentalnej do „oświecenia”?

67%
Wieczerzyński M., Wrocławski U.
Internetowy Magazyn Filozoficzny Hybris
|
2017
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vol. 36 (1)
EN
The aim of this article is to look at philosophy as a didactic practice in which didactic is seen as critique. Both are immanent to philosophical reflection as a whole. I would like to start with an analysis whether the structure of philosophical thought determines the didactic results (e.g. the Socratic method, philosophy as linguistic competence) and using critical theory I will analyze the possible ways of overcoming instrumental rationality. I will mainly contribute to the works of M. C. Nussbaum. I will then look at the relations between theory and practice, between instrumental and involved, between subjective and objective reason with contributions to M. Horkheimer and T. W. Adorno. The case to consider would be whether teaching philosophy should remain a shallow discipline with only historical approach or can it be presented as a problem-solving device thanks to introducing critical thought. Can it be a remedy to the enlightenment that results in a goal – oriented formal rationality?
4
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O uobecnieniu duszy, Sokratesie psychagogu i sztuce uświadomionego mówienia

67%
Femiak T.
Studia Philosophiae Christianae
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2018
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vol. 54
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issue 3
85-110
EN
This article presents an intuitive and synthetic interpretation of Socratic maieutics. In it we share the results of the workshop series : ‘How to make use of your own stupidity? Philosophical consulting in psychology’, held at Warsaw University and the University of Social Sciences and Humanities in Warsaw from 2004 to 2012. This was the first seminar series on philosophical counseling examined in academic settings in Poland. Interpreting Socratic maieutics in the spirit of Homeric psychology contributed to the formulation of a number of exercises on conscious speaking, which were incorporated into academic teaching. Students were asked to write down their observations during an exercise, and some sessions were filmed. This allowed us to gather very interesting material, which was the basis for further theoretical and empirical research. In this article, I briefly illustrate conscious speaking, present notes from student exercises and share short recorded material.
PL
W artykule podjęta jest próba intuicyjnej syntetycznej interpretacji sokratejskiej maieutyki w duchu psychologii homeryckiej. Bazując na tej interpretacji, opracowano ćwiczenie uświadomionego mówienia, które zostało włączone do zajęć akademickich: „Jak praktycznie wykorzystać własną głupotę? – doradztwo filozoficzne w warsztacie psychologa”, prowadzonych na Uniwersytecie Warszawskim i w Szkole Wyższej Psychologii Społecznej w latach 2004–2012. Na gruncie akademickim były to pierwsze w Polsce seminaria poświęcone doradztwu filozoficznemu. Podczas ćwiczeń studenci byli proszeni o zapisywanie swoich obserwacji. Niektóre ćwiczenia były filmowane. W ten sposób został zebrany bardzo ciekawy materiał, który może być podstawą do dalszych poszukiwań teoretycznych i empirycznych. W artykule krótko przedstawiam, czym jest uświadomione mówienie, prezentuję zapiski z ćwiczeń studentów oraz wskazuję na krótki materiał filmowy.
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