Search results - CEJSH

1

Dialog jako reálná naděje na obohacující vývoj lidstva?

100%

Schadel E.

Filosofický časopis (Philosophical Journal)

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2011

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vol. 59

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issue 3

397-420

EN

This extensive study by E. Schadel is inspired by the pansophy of J. A. Comenius. The first of its three principal parts elucidates Comenius’ idea of a pansophical reform and his project of a universal reform of human affairs. The main topic of the second part is dialogue – its conditions and potentials. In this connection some further problems are discussed: the I –You relation as the medium for the elucidation of problematized things, the turn from instrumental reason to communicative reason, the phases of an integral dialogue, the onto-analogical foundations of the dialogue, the role of analogy as a combining „middle“ between an equivocal pluralism and an univocal monism, Trinity as process and „ultimate foundation“ of analogical thinking and dialogical speaking, etc. The final part pursues the idea of the divine dialogue as a paradigm for the inwardness of the human mind and for an institutional world reform. Comenius’ conception of a reconciliation of mankind in the fields of politics, science and religion is also examined.

2

PYGMALION AND THE LATEST SLANG OR TRANSLATING UNDERCOVER

80%

SOCOLIUC L.-M.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

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2015

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vol. 7

122-132

EN

Translating classical texts raises the issue of rendering not only the lexical and cultural complexities of a different culture but also filling in the age gap for the modern reader no longer aware of certain social standards, connotations, etiquette etc. To what extent do we operate on a text, do we overwrite or remain faithful to the writer? The article compares two versions of the same translation of G.B.Shaw’s Pygmallion, both authored by Petru Comarnescu. The first translation was published in 1963, while Comarnescu was still alive, and is quite a remarkable one. The second translation was published in 2015, 45 years after Comarnescu’s death, with his name on the cover yet with alterations which are at times questionable, if not unprofessional. With the obvious intent of making Shaw accessible to young generations, the editors of the 2015 translation took advantage of the “all rights reserved” stipulation and reshaped it to what they deemed to be a desirable form.

3

Dialogue and Involvement: A Blueprint for Human, Humane and Harmonious Relation Between African Americans and Africans

80%

Ogugua P. I.

IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych

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2017

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vol. 29/2

EN

A scepter of revolution once on the sky has now engulfed human race. It is a revolution against love, truth, peace, happiness, in short everything that is good and beautiful. There is disunity everywhere. We all sit on the keg of gunpowder. The leaders of men think, though wrongly that diplomacy will do. If the pace and form of human relation is not properly handled, the human race will end in quagmire. We have to base human relations on natures' principles in order to ensure balance; remember nature abhors a vacuum. Africa is the cradle of humankind, civilization as such it is the onus of African sons and daughters everywhere to ensure that mankind survives. We lost grip of the sciences which led to the Seven Wonders of the World; but we can still reacquire these. Most importantly, values build men and civilization., it is the position of this paper to argue that the use of dialogue in relating with the other will do well to ensure a stable company and relationship, as it rhymes with the position of personalist philosophers, and some existentialists like Martin Buber, Gabriel Marcel, Heidegger, etc for dialogue will eventually lead to cooperation to 'active' involvement. The principles of dialogue, cooperation and involvement or activity will help in ensuring that knowledge and information are acquired, harnessed and used in a highly efficient way to free Africans from the clog of powerlessness in the comity of nations.

4

Sztuka pytania – pytania sztuki

80%

Depta H.

Kwartalnik Pedagogiczny

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2015

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issue 2(236)

163-172

EN

To live actively and courageously is to unceasingly ask questions. Each authentic question is an open question. Openness of what we are asking about comes from the answer not being presupposed. Such openness cannot be attributed to the pedagogical question, that is, a question which is given to a student, in expectation of a pre-determined answer. An upbringing understood as education through dialogue and education for dialogue treats open questions as being of a far greater value. Such open questions have always been posed by art. The openness comes from ambiguity which characterises all true works of art. It leads to different interpretations and evaluations. While the pedagogical questions serve only to reproduce knowledge, open questions posed by art lead to the discovery and co-creation of knowledge.

5

ZRÓWNOWAŻONY DIALOG SPOSOBEM ZMIANY SPOŁECZEŃSTWA

80%

Wąglorz P.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2018

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issue 1(94)

205-215

EN

The article aims to show the innovative role of dialogue in the implementation of the idea of sustainable development. Dialogue takes the form of a balanced dialogue as a tool for changing society. It is built on philosophical, psychological, social and pedagogical concepts. This wide-ranging dialogue takes on a completely new form, addressing the goals of sustainable development. A balanced dialogue creates a network of connections and interactions between people, thus creating the principle of coexistence based on the process of awareness. As far as elementary education is concerned, it is a didactic method which affects the young generation, which sows its influence on a macro scale, ie society. The proposed method of balanced dialogue is an author's method that is in the process of experimental verification, therefore empirical observations are based on previous research findings. Sustainable dialogue as a tool for changing society is a real hope for our world, as I show in the article.

6

Rahvaluule osakonna Siberi kaastoolise Rosalie Ottessoni ja teadurite-arhivaaride dialoog aastatel 1969–1976

80%

Korb A.

Mäetagused

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2013

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vol. 54

7-26

EN

The author discusses the contributions of Rosalie Ottesson, a Siberian correspondent of the Estonian Folklore Archives, proceeding from the time of collecting and the practices of collecting work supervision at the time. R. Ottesson came from a traditional village community. As an active woman she held several positions during her working life: she was a schoolteacher, a clerk in the village soviet, worked in the District Committee of the Communist Party, etc. Rosalie Ottesson started making contributions to the archives after her retirement, having met Igor Tõnurist, who visited the Estonian settlements in the Minusinsky District of Krasnoyarsk Krai. The article discusses Ottesson’s recordings proceeding from the impacts of the Soviet period – its social and political circumstances – on collecting. The collected material makes it possible to observe what it was that Ottesson herself considered worth preserving, and also to notice how her personal background (origin, positions) influenced the lore. In addition, the letters sent to the correspondent from the museum make it possible to analyse the collecting strategies of the Department of Folkloristics at the time, as well as the researchers’ approaches inspired by their research interests.

7

Oswajanie się z „innym” - edukacja do dialogu - propozycje według teorii inkontrologii

80%

Szulakowska-Kulawik J.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2013

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issue 2(6)

335-351

EN

The main problem is connected with a term of „the Other” as a problem of interdisciplinary and multicultural dialogue. Then this question is considered in the context of selected points of philosophy, culture and education, even in the sphere of art education. My educational and pracitical propositions are understood as results of teaching, scientific research and education activity on the path of multicultural dialogue, also in the sphere of music. It is the way to improve the methods of education into making a dialogue with „the Other”, accepting Him/Her in all complexity and diversity.

8

Sztuka pytania – pytania sztuki

80%

Depta H.

Kwartalnik Pedagogiczny

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2015

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vol. 60(2 (236))

163-172

PL

To live actively and courageously is to unceasingly ask questions. Each authentic question is an open question. Openness of what we are asking about comes from the answer not being presupposed. Such openness cannot be attributed to the pedagogical question, that is, a question which is given to a student, in expectation of a pre-determined answer. An upbringing understood as education through dialogue and education for dialogue treats open questions as being of a far greater value. Such open questions have always been posed by art. The openness comes from ambiguity which characterises all true works of art. It leads to different interpretations and evaluations. While the pedagogical questions serve only to reproduce knowledge, open questions posed by art lead to the discovery and co-creation of knowledge.

9

Kategoria motta we współczesnym literaturoznawstwie

80%

Sadzińska E.

Acta Universitatis Lodziensis. Folia Litteraria Rossica

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2011

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issue 4

131-141

EN

In the contemporary literary studies, the category ‘motto’ has a well-established position, although one often meets an opinion that a uniform theory of universal motto has not been developed yet. This article is an attempt to synthesise the existing findings about the motto. It presents an overview of the most interesting research positions. This allows us to illustrate, in general terms, how the meaning of the motto changed from the sixteenth to the eighteenth century, and how it evolved from a very general blurry meaning to the one representing the main characteristics of intertextuality.

10

Contemporary interpersonal relations that demand dialogue

80%

Ściupider-Młodkowska M.

Kultura-Społeczeństwo-Edukacja

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2019

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vol. 16

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issue 2

PL

Ściupider-Młodkowska Mirosława, Contemporary interpersonal relations that demand dialogue. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 85–93,Adam Mickiewicz University Press. ISSN 2300-0422. DOI10.14746/kse.2019.16.6. The aim of the article is to answer the question of why contemporary interpersonal relationships need dialogue in cultural and social transformations ? The article is based on the conclusions of the author’s research carried out among a selected group of students revealing the characteristics of homo construens. Young people who took part in the research directed (constructed) the scripts of partnership and family biographies as free, original and willing to change. On the other hand, the same scripts unmasked loneliness and a huge need for recognition in the world of cultural and narcissistic demands for self-actualisation, satisfaction and a sense of fulfilmentin the spheres of partnerships and family. The need for dialogue requires pedagogical support that will revealthe values of community, social groups and partnerships.

11

How Can We Enter in Dialogue? Transdisciplinary Methodology of the Dialogue Between People, Cultures, and Spiritualities

80%

Nicolescu B.

Dialogue and Universalism

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2015

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issue 1

9-19

EN

When two people try to communicate there is inevitably a confrontation: a represen-tation against a representation, subconscious against subconscious. As this confrontation is subconscious, it often degenerates into conflict. A new model of civilization is neces-sary, the keystone is dialogue between human beings, nations, cultures and religions for the survival of humanity. In forming a new model of civilization a methodology of transdisciplinarity can be helpful. In 1985 I proposed the inclusion in the word “trans-disciplinarity,” introduced by Jean Piaget in 1972, the meaning “beyond disciplines,” and I developed this idea over the years. Interdisciplinarity has a different goal than multidisciplinarity. The latter concerns a transfer of methods from one discipline to another, whereas the former overflows disciplines, but its goal still remains within the framework of disciplinary research. Interdisciplinarity has even the capacity of generat-ing new disciplines.

12

Edukacja włączająca – horyzonty myślenia i działania w „szkole dla wszystkich”

80%

Wojciechowska J.

Rocznik Pedagogiczny

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2020

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vol. 43

183-195

EN

The aim of the article is to discuss the direction of activities of the contemporary model of education, including elementary education, where the process of inclusion plays an important role. The analysis is based on the contemporary pedagogical scientific literature and recommendations of education policy. The starting point for the considerations is that inclusion is the basis of the concept of “Education for All”. The special attention has been paid to the essence of the development of education according to Thomas Kuhn. In his considerations the importance of language and meanings at all has been emphasized. From this perspective, the roles of both seemed to be a legitimate reference point for the inclusion process. Moreover, the plans for the exchange of ideas and activities have been also indicated in the study.

13

ICC assessment – experiences and perspectives.

80%

Owczarek D.

Glottodidactica

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2016

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vol. 43

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issue 2

214-222

EN

The paper presents theoretical considerations on the role of dialogue in ICC development and assessment and the model for ICC assessment as a practical application. It is argued here that the application of the idea of dialogue in a Bakhtinian sense may constitute a theoretical framework for ICC assessment since this kind of dialogue involves the presentation of a variety of opinions or ideas. The model for ICC assessment, as it was developed for the purpose of the author’s unpublished PhD dissertation, is presented in this paper. The model includes various types of tests that can be incorporated into ICC evaluation. The final part of the discussion attempts at showing the points of convergence between DA approach and the dialogic approach to ICC assessment.

14

Samorząd zawodowy – sojusznik czy wróg społeczeństwa obywatelskiego?

80%

Rotengruber P.

Annales. Etyka w Życiu Gospodarczym

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2018

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vol. 21

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issue 2

43-54

EN

The Constitution of The Republic of Poland (Article 17) says that: “By means of a statute, self‑governments may be created within a profession in which the public repose confidence, and such self‑governments shall concern themselves with the proper practice of such professions in accordance with, and for the purpose of protecting, the public interest”. This regulation is based on two principles: The first is the principle of professionalism; the second embraces norms that must be observed by representatives of professions of public trust. Those groups can make the decisions of their members or profits for themselves. This puts them in a different position than other participants of social and economic life. Professional associations are not driven by market rules, nor administrative regulations (relating to the postulate of the division of labor). The problem begins when – from a social point of view – it is no longer possible to regard these organizations as trustworthy partners. The gap between legal and social perspectives raises doubts about the way in which a civil society could face professional self‑governments when they are seen as being hostile to them.

PL

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15

Witold Gombrowicz w kalejdoskopie recepcji

80%

Hamze D.

Postscriptum Polonistyczne

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2013

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issue 2(12)

199-219

EN

Seen through the perspective of reception, the works of Witold Gombrowicz constitute a wide range of receptive proposals, selectively updated in the constant dynamic of the interactive discourse between the literary subject and the reader. The reader is invited in a covert partnership with his communication peer (the author–the producer) in their joint journey to the own polyphonic, unidentifiable, mutational ego. The relation to the self, as permanently disputed by otherness, finds its artistic application through the comic as the most powerful weapon against the Form, both in the field of the author and of the recipient.

16

Rossica w tekstach Ryszarda Marka Grońskiego

80%

Sarnowski M.

Slavica Wratislaviensia

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2012

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vol. 156

159 - 177

EN

This article contains the presentation, analysis and typology of the Rossica (cultural borrowings from Russian) in the texts of the eminent Polish journalist R.M. Gronski, the columnist of outstanding Polish magazine “Polityka.” Gronski is famous for his excellent knowledge of the realities of socialism in Poland as well as for his competence in Russian language. The culturological category of Rossica, apart from “ordinary” lexical borrowings from Russian, includes various reflections and resonances of “the essence of Russian” in the form of reminiscences, allusions and direct “incorporations” of Russian precedents (primarily lingual, but also symbolic and iconic). The functions of textual Rossica are defined as stylistic, rhetorical and cognitive.

17

ПІДГОТОВКА УЧНІВ ДО ВХОДЖЕННЯ В ІНФОРМАЦІЙНИЙ ПРОСТІР У СИСТЕМІ СУЧАСНИХ ПОЛІКУЛЬТУРНИХ КОМУНІКАЦІЙ

80%

Борисов В., Борисова С., Бобилева Я.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

207-215

EN

One of the priority tasks of education is the development of media culture which is an indicator of the level of development of the personality, the ability to perceive various media texts and establish communications. Most fully disclose of the problem of training students harmonious integration into the information space in the modern communications appropriate, using the method of ascent from the abstract to the concrete is described. The views are expressed on the problem by the pupils learning harmonious integration into the information system modern multicultural communications. Expediency of pedagogical support of an individual entering the information space on the basis of the introduction of our unique cultural worlds is presented. Individual entry in the original cultural worlds must be accompanied by educational support at different levels of communication. Content as a new concept in the world of information related to the description, the definition of the content of the information flow, messages, facts, events, depth of presentation is a necessary psychological and pedagogical category, which gives an opportunity to explain briefly what is included in the content of a particular issue. The informational content environment can be seen as part of that is being rendered, which is generally recognized by the students intuitively perceived as an artistic phenomenon, and therefore encouraging to the statement of his own position, creativity, interpretation. Dialogue can be built on the basis of culture and communication formed multicultural competence. Preparing pupils can be seen as the need to create a socially significant product. Enabling the creation of a teacher and the pupils in the content of the product of dialogue shows the student’s competence at the time of choosing the topic, determining the structure of the project research. In order to help the pupils to conduct a civilized dіalogue it is not necessary to teach them knowledge to carry out dіalogue using scientific knowledge. The prospect of integration of media education is teacher robots. Today information space provides new conditions for the realization of the individual program of the personal development in a multicultural world. Formation of students’ experience of entering into the information space in a modern, multicultural communications system determines the need for further research questions connected with the development of leadership skills of the pupils, the desire for self-creation of the information space.

18

Sacred and Profane. Essential ambiguity and vital necessity of the Sacred.

80%

Ferrarotti F.

Academicus. International Scientific Journal

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2018

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issue 17

9-35

EN

In a situation in which the market economy is regarded as so important and decisive as to induce the emergence of a market society, the notion of the «sacred» becomes essential. The market is perfectly legitimate as a forum of negotiations, but it has a purely instrumental value. A market society is a contradiction in terminis. Only the concept of the Sacred, despite its ambiguity, can preserve and enhance the final values on which a society is built (justice, love, human recognition, interpersonal dialogue).

19

Przemoc a obywatelskie nieposłuszeństwo

80%

Szutta A.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2013

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issue nr 22

171-187

EN

The paper concerns the relation between violence and the acts of civil disobedience.Its aim is to answer the question whether more extreme forms of protest should beexcluded from civil disobedience as a manifestation of violence or they could beincluded in it as justifiable forms of coercion. Realizing this task I analyze threegroups of arguments supporting the exclusion thesis: the argument based on the conceptof satyagraha and ahimsa, the argument referring to the idea of social contract,and the argument based on understanding civil disobedience as a civic appeal takento be a part of just social dialogue. My next step is to distinguish between violenceand coercion. The three arguments mentioned above allow for the exclusion of violence but they do not allow for the conclusion that no forms of coercion can bejustified within civil disobedience. The conclusion is that some forms of coercion,when meeting certain conditions, might turn out to be necessary and justified elementsof civil disobedience.

20

Education, Conversation, and Listening

80%

Fairfield P.

Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne

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2015

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issue 1

9-20

EN

At the most fundamental level of analysis one may speak of educating as the act of someone saying and showing something to another in a way that leads the mind from where it is to where it might be, in the process widening horizons and fashioning habits of thought that make it possible for students to participate in the conversation that is their culture. The student stands to this conversation not only as learner but as initiate. Students appropriate habits, ideas, and questions that have their origin in the world of the ancients while the overriding imperative of the learning process is to take the conversation further in some respect and to find their voice within it. In what sense, however, is conversation the heart and soul of education, and what is the nature and role of listening in education so conceived? At a time when qualitative matters place a distant second to quantifiables such as test scores, information retention, and marketable credentials, it falls to education theorists to remind us of what philosophers since ancient times have in one fashion or another maintained: that this practice has an identifiable orientation and purpose that transcends the order of the utilitarian.

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