Search results

1

Pojęcia holizmu i chaosu w medycynie rodzinnej

100%

Czachowski S.

Prakseologia

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2007

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issue 147

31-49

EN

In this review I am starting a discussion on the subject of the notion „holism”, which was brought by the European Academy of Teachers of Family Medicine into the definition of a family doctor. This notion characterizes one of six axial skills of a family doctor. The holism is known in medical science mainly in field for the human physiology and it shows that a human organism as a whole is something more than just the sum of one’s parts. Feedbacks between the gigantic number of molecules are creating new in terms of quality correctness which may act in complicated and unpredictable way. Other disciplines like psychology and sociology adapted the holism to theories explaining public behaviors. The „holism” is waking big controversies up because of its negative associations with alternative and complementary medicine, with New Age moves and the shamanism. In the new medical discipline – value of the communication with the patient is being underlined in family medicine but medical consultation still has a central meaning. Theories of the chaos and complexities can explain a lot of phenomena in this context, which have the influence of functioning of the entire system of the health care. Correct understanding new medicine notions can prevent appropriating these notions for the needs of charismatic healers.

2

Some Preliminary Remarks about the Use of the Expression “Gestalt” in the Scientific Debate

100%

Bonacchi S.

Dialogue and Universalism

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2015

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issue 4

11-20

EN

The first part of this article traces the most important phases of the semantic enrich-ment and “terminologisation” (in the sense of the transformation of a lexical item from a generic word into a scientific term) of the German expression “Gestalt.” The word “Gestalt” (English translations are: “form,” “shape,” “configuration,” “aspect”) was already documented in the Middle Ages (Old High German: gistalt) in the meaning of “appearance, way of appearing.” From the end of the 18th century, the word was begin-ning to enlarge its meaning; it started to be used in specific domains (literature, philoso-phy, psychology) to designate an organic whole. In the first decades of the 20th century, it became a specialized term—a terminus technicus in the philosophical and psycholog-ical thought—as Gestalt psychology and Gestalt theory emerged as a new scientific and philosophical orientation. Its exact conceptual definition was heatedly discussed in the philosophical and psychological debates that raged in the first two decades of the 20th century after publishing the famous paper by Christian von Ehrenfels “On Gestalt Qual-ities” (1890) and it was developed in various psychological schools (the Berlin School, the Graz School) and philosophical orientations (phenomenology, Neo-Kantianism). In the concluding part of the paper, the author traces new developments in the Gestalt approach after the Second World War.

3

Gestalt as a Specialized Term: Its Conceptual Definition in Psychology and Philosophy

100%

Bonacchi S.

Filozofia i Nauka

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2016

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vol. 4

295-304

EN

In the present paper the author attempts to reconstruct the process of terminologization of the expression Gestalt in the philosophical and psychological debates which laid the way for the emergence of the Berlin School of Gestalt Theory. Gestalt (English translations are: “form,” “shape,” “configuration,” “aspect”) is a German word, which is already documented in Old High German (gistalt) as meaning “appearance, way of appearing.” From the end of the 18th century onward, the word had a very interesting semantic enrichment and found uses in the arts and sciences, since it started to be used in specific domains (literature, philosophy, psychology) to designate an organic whole. In the first few decades of the 20th century, it became a specialized term − a terminus technicus in philosophical and psychological thought − as Gestalt psychology and Gestalt theory emerged as a new scientific and philosophical orientation. The exact conceptual definitions of Gestalt, Gestalt qualities and Gestalt perception were heatedly discussed in the philosophical and psychological debates that raged in the first two decades of the 20th Century after the publication of the famous paper by Christian von Ehrenfels - On Gestalt Qualities (1890)-and it was developed in various psychological schools (the Berlin School, the Graz School) and philosophical orientations (phenomenology, neokantism), till the formulation in 1923 of the Gestalt laws by Max Wertheimer. In the concluding part of the paper, the author attempts to trace the development of the Gestalt approach after the Second World War.

4

Edukacja zintegrowana na przestrzeni wieków

88%

Karbowniczek J.

Przegląd Historyczno-Oświatowy

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2021

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vol. LXIV

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issue 1-2

7-28

EN

Aim: To present the concept of integrated education and its evolution throughout history, including the Polish pedagogical thought of modern times. Methods: a descriptive and explanatory method. Results: Knowledge of the pedagogical thought shaped over the centuries allows us to go deeper into the subject, show the genesis and stages of the development of integrated education, and respond to reflective discourse on this not often raised topic in a critical manner. Conclusions: The analysis of historical features, familiarisation with the views and creative inspirations of outstanding thinkers allows to draw many original ideas from their pedagogical systems, which might be applied in the didactic and educational work of a teacher with children in grades 1–3 at primary school.

5

Why metaphysics matters for the science-theology debate – an incarnational case study

88%

Lawson F. I.

Studia Philosophiae Christianae

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2020

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vol. 56

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issue 3

125-155

EN

This article examines the relationship between science and theology within a critical realist framework. Focusing on the role of metaphysics as a unifying starting point, especially in consideration of theological issues that are concerned with corporeality and temporality (such as in the incarnation). Some metaphysical challenges that lead to the appearance of “paradox” in the incarnation are highlighted, and the implications of two forms of holistic scientific ontology on the appearance of a paradox in the incarnation are explored. It is concluded that ultimately both science and theology are concerned with the nature of reality, and the search for coherent models that can describe the unseen. Whilst one should maintain a criticality to any realist conception of theological and scientific theories, a shared metaphysics ensures theological doctrine can continue to be interpreted with relevance in a world in which scientific thought is increasingly stretching into the meta-scientific.

6

Towards a general theory of landscape systems: the integration of the geoecological and bioecological approaches

88%

Tandarić N.

Miscellanea Geographica. Regional Studies on Development

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2015

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vol. 19

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issue 1

29-34

EN

Ever since its beginnings, landscape ecology has been developing in two different directions: the bioecological and the geoecological. While the bioecological approach is focused on the relationship between organisms and their abiotic environment, the geoecological approach is based on the relationship between human society and its, primarily abiotic, environment. Therefore, the geoecological approach can be applied in planning human use of the environment in a long term sustainable manner, while the bioecological approach could represent the basis for the planning of conservational and environmental usage. The merging of these two approaches will result in a comprehensive and more holistic landscape ecology, which will thus gain the potential for coordinating interdisciplinary landscape research and a more prominent role in contributing to spatial planning. The merge will also enhance attempts to create a general theory of landscape systems.

7

Towards a general theory of landscape systems: the integration of the geoecological and bioecological approaches

88%

Tandarić N.

Miscellanea Geographica. Regional Studies on Development

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2015

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vol. 19

|

issue 1

29-34

EN

Ever since its beginnings, landscape ecology has been developing in two different directions: the bioecological and the geoecological. While the bioecological approach is focused on the relationship between organisms and their abiotic environment, the geoecological approach is based on the relationship between human society and its, primarily abiotic, environment. Therefore, the geoecological approach can be applied in planning human use of the environment in a long term sustainable manner, while the bioecological approach could represent the basis for the planning of conservational and environmental usage. The merging of these two approaches will result in a comprehensive and more holistic landscape ecology, which will thus gain the potential for coordinating interdisciplinary landscape research and a more prominent role in contributing to spatial planning. The merge will also enhance attempts to create a general theory of landscape systems.

8

Theory of teaching: good traditions, old traps, new perspectives.

88%

Klus-Stańska D.

Studia z Teorii Wychowania

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2021

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vol. XII(1 (34))

61-84

EN

The article is an attempt to diagnose the condition of the Polish theory of teaching in a temporal perspective. The starting point is the identification of three main strengths of the interwar theory of teaching: the interdisciplinarity of analyses, theoretical holism, consisting in strong connections between the theory of teaching and more general theories of pedagogy, and openness to the latest trends and theories of the social sciences of the time. These resources are indicated as a potential development inspiration for the discipline, neglected in the post-war years in order to submit to politically propagated theories, especially the pedagogy of Ivan Kairow, which led to a specific stagnation of the Polish theory of teaching, which can be observed today in the form of a theoretical monism, narrowing the subject of research and ignoring scientific theories dynamically developed in the world. At the end of the article, the existing possibilities and island manifestations of counteracting the stagnation and reversing the behavioural tendencies in teaching were indicated.

9

Review of Paweł Grabarczyk’s "Directival Theory of Meaning: From Syntax and Pragmatics to Narrow Linguistic Content"

88%

Jamrozik A.

Studia Semiotyczne

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2021

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vol. 35

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issue 1

107-118

EN

This paper is a review of Paweł Grabarczyk’s latest book, Directival Theory of Meaning: From Syntax and Pragmatics to Narrow Linguistic Content. I focus mostly on two concepts constitutive for the directival theory of meaning-that of linguistic trial and that of meaning directive. These two concepts, while ingeniously developed by Grabarczyk, are not free of problems and somewhat controversial assumptions. I start with describing the basis of Grabarczyk’s proposal, as well as of the historical background from which it originated. Then, I move on to the analysis of the notion of linguistic trial. After that I focus on the concept of meaning directive, criticising certain assumptions that come with it. The conclusion is that while Grabarczyk’s version of the directival theory of meaning is an interesting proposal, most of its shortcomings stem from the fact that for a theory that is supposed to work well on natural languages, too many examples pertain to artificial languages. Until an analysis of a natural language in the style of the directival theory of meaning is conducted, it is not possible to properly judge the value of this theory.

10

Metodologiczne aspekty zasady komplementarności

75%

Ciżkowicz B.

Kultura i Edukacja

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2015

|

issue 1(107)

113-128

EN

The development of quantum physics and formulation of complementarity and uncertainty principles gave rise to numerous interpretational problems. For the first time microworld laws were formulated in probabilistic rather than deterministic language. In the philosophy of nature there was a need for revision of views on realism, determinism, reductionism and the role of the observer in the conduct of research. However the question whether the perceived boundaries of knowledge are the result of the nature essence or of actual cognitive abilities remains open. In the social sciences, after years of dispute about the research methodology, the need for a complementary use of quantitative and qualitative approaches has been accepted. Qualitative researchers, however, continue to criticize legitimacy of quantitative research. At the same time the assumptions of qualitative approach build on neo-positivist interpretation already outdated in the light of naturalists new discoveries. The article aims to demonstrate that the changes that have taken place in the theory of knowledge as a result of naturalists discoveries lead to convergence between the two research approaches. Taking into account these changes will end the polemic with assumptions already outdated in the natural sciences.

11

Rorty on Language and Social Practices

75%

Marsonet M.

Academicus. International Scientific Journal

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2014

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issue 10

30-38

EN

Richard Rorty wrote on many occasions that called the linguistic turn was an attempt to keep philosophy an armchair discipline. “The idea - he said - was to mark off a space for a priori knowledge into which neither sociology nor history nor art nor natural science could intrude”. Linguistic analysis, in short, has become with the passing of time a sort of first philosophy, aimed at replacing metaphysics (which the founding fathers of logical positivism gave up for dead). Two opposite conceptions of language are at stake here. The first says that language is something self-explanatory which, in turn, explains everything else. This means postulating type A objects, i.e. unexplained explainers in terms of which type B objects - the explananda - can be accounted. The second conception claims, instead, that there is no actual distinction between type A and type B objects. All objects are on a par, but in a particular sense. Rorty resorts in fact to the Quinean-flavored simile of the net and its nodes. Rorty’s is an intelligent move. Since there is no longer ineffability and unavailability, all problems seem to be solved. Is this true? We have good motives to be suspicious because, after all, Immanuel Kant must have adopted that kind of model for some reason, and Ludwig Wittgenstein himself struggled with the old problem of the gap between reality itself and our representations of it. Rorty proclaims his faith in holism. In contrast to the assumption that there can be entities which are what they are totally independent of all relations between them, a Davidsonian (and also Quinean) holism claims that “all entities are merely nodes in a net of relations”, which gives us a picture of the following kind: “No intrinsically simple objects, no pictures, and no language. For if analysis could not end with such objects, then whether a sentence has sense would depend upon whether another sentence were true - the sentence which specifies that two simpler objects making up a composite stand in the relevant compositional relationship”. The great issue at stake here is the relation between ontology and epistemology. Most interpreters would answer that such a distinction is untenable in Wittgenstein’s thought, and in particular if we take into account the second phase of his philosophical parabola. But, notwithstanding this common opinion, we are confronted with a great problem, namely, that of determining what really is the reference framework about which Wittgenstein so often talks, and which is supposed to be shared by all human beings as such. He frequently says in his works that skepticism raises doubts when no questions can be asked, while Monk correctly describes his endeavor in On Certainty as one aimed at showing “The point at which doubt becomes senseless”. The question to be asked is, obviously, the following: What does this mean? Wittgenstein is right when he says that some questions cannot be asked because they do not even make sense, but in my view we may interpret him in a way different from the traditional ones that have been thus far put forward. We may accept Wittgenstein’s statement that the existence of the world, for instance, cannot meaningfully be questioned. But this means, in turn, that the linguistic games cannot go on forever. Sooner or later we run into a “hard rock” which is ultimately non-linguistic and whose existence is the original fact from which everything else stems, including language, linguistic games, conceptual schemes, social practices, etc. Everything, in sum, can be questioned, but nature. And when someone does question it, like the pupil mentioned in On Certainty, who will not let anything be explained to him by his teacher, for he continuously interrupts him with doubts concerning the existence of things, we are somehow forced to answer his questions as Wittgenstein’s teacher does: “Stop interrupting me and do as I tell you. So far your doubts don’t make sense at all”.

12

A Holistic Understanding of Death: Ontological and Medical Considerations

75%

Nguyen D.

Diametros

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2018

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issue 55

44-62

EN

In the ongoing ‘brain death’ controversy, there has been a constant push for the use of the ‘higher brain’ formulation as the criterion for the determination of death on the grounds that brain-dead individuals are no longer human beings because of their irreversible loss of consciousness and mental functions. This essay demonstrates that such a position flows from a Lockean view of human persons. Compared to the ‘consciousness-related definition of death,’ the substance view is superior, especially because it provides a holistic vision of the human person, and coheres with the perennial axiom about the ‘whole and parts.’

13

Holism, Cognition and Metaphor

75%

Wychorska E.

Annales Neophilologiarum

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2013

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issue 7

203-220

EN

The study is to argue for a research framework for analysing the contents of linguistic expressions which is to suggest its holistic character. Each concept representation in a linguistic or mental system depends semantically on every other representation in the system which is a language. Everything we use in a language has meaning. It has meaning because it is either related to our bodily experience (concrete domain) or because it is built on other meaning-bearing elements (abstract domain). Thought then, is the embodiment of concepts from direct and indirect experience. At the same time, thought is imaginative because those concepts that are not directly grounded in bodily experience are created by imaginative processes such as metaphor. So, concepts grow out of either bodily experience or are created in mind through abstract reasoning and are understood in terms of those. Therefore cognition of dreams and emotions is holistic. At this point of research, the implications of holism about the meaning and understanding or expressing of dreams and emotions are explored and supported by empirical evidence.

PL

Przedmiotem artykułu jest analiza treści wyrażeń językowych, która ma na celu zbadanie jej holistycznego charakteru. Każda reprezentacja pojęcia w systemie językowym i umysłowym zależy semantycznie od każdej innej reprezentacji w tym systemie, którym jest język. Wszystko czego używamy w języku ma sens ponieważ jest zarówno związane z naszym doświadczeniem ciała (domena źródłowa: konkretna) lub dlatego, że opiera się na innych znaczeniach elementów (domena docelowa: abstrakcyjna). Myśl jest więc ucieleśnieniem pojęć z doświadczenia bezpośredniego i pośredniego. Jednocześnie te pojęcia, które nie są bezpośrednio zakorzenione w doświadczeniu ciała są tworzone przez poznawcze i mentalne procesy, takie jak metafory, metonimie i idiomy. Tak więc pojęcia wyrastają z obu doświadczeń ciała lub są tworzone w umyśle poprzez abstrakcyjne rozumowanie i są rozumiane w tych kategoriach. Dlatego poznanie przykładowych tu marzeń i emocji jest holistyczne. Implikacje holistyczne dotyczące znaczenia i rozumienia lub wyrażania marzeń i emocji są omawiane w tym artykule i poparte empirycznymi przykładami. Podejście holistyczne do kognitywnej analizy metafor i metonimii jest źródłem cennych wniosków dla dyscyplin takich jak na przykład studia nad przekładem.

14

Morton White’s philosophy of culture: Holistic pragmatism and interdisciplinary inquiry

75%

Pihlström S.

Human Affairs

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2011

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vol. 21

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issue 2

140-156

EN

This paper explicates and defends Morton White’s holistic pragmatism, the view that descriptive and normative statements form a “seamless web” which must be tested as a “unified whole”. This position, originally formulated as a methodological and epistemic principle, can be extended into a more general philosophy of culture, as White himself has shown in his book, A Philosophy of Culture (2002). On the basis of holistic pragmatism, the paper also offers a pragmatist conception of metaphilosophy and defends the need for interdisciplinary inquiry.

15

Irreducible Holism

75%

Wiśniewski J. B.

Diametros

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2011

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issue 30

76-92

EN

This paper explores some issues concerning the relation between ontological reduction and conceptual reduction, as construed by the physicalists. More specifically, it aims at highlighting and analyzing certain general methodological and ethical implications of the physicalistic research projects. Against this background, the paper identifies a certain category of concepts as “irreducibly holistic”, that is, those with regard to which ontological and conceptual reduction are inextricably bound together. Further, the paper argues that since irreducibly holistic concepts are conceptually irreducible to the physical, they have to be ontologically irreducible to the physical as well, thus rendering physicalism false. This conclusion is reached by analyzing and then rejecting a variety of programmes aimed at accommodating irreducibly holistic concepts within a physicalist framework (including eliminativism, preservative irrealism and quasi-realism). Lastly, an ontologically pluralistic framework is proposed for the purpose of reconciling apparently conflicting insights from different areas of philosophical and scientific inquiry.

16

Systemowe ujęcie biosfery w etyce Edwarda Goldsmitha

75%

Ganowicz-Bączyk A.

Studia Ecologiae et Bioethicae

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2014

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vol. 12

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issue 1

93-115

EN

Environmental ethics has been intensively developed since the 1970s and is promoted most of all by philosophers and philosophizing naturalists. Various attitudes have been adopted, differing deeply ontologically, anthropologically and axiologically. In this article, the ethics of Edward Goldsmith are presented. Goldsmith understands the biosphere as a systemic whole, which should be treated with moral respect and responsibility by humankind. At the beginning, the notion of holism is defined and described against the background of biocentric and anthropocentric ethics. Next, the views that inspired Goldsmith’s theory are presented, i.e. A. Naess’ deep ecology, J. Lovelock and L. Margulis Gaia’s hypothesis, the views of E. Odum, W.B. Cannon and C.H. Waddington. Then the main points of biospheric ethics are presented. Finally Goldsmith’s proposal of mental and civilizational shift is submitted. The biospheric morality, which is supported by religious norms, is explained. This type of morality should allow humankind to achieve the right way of development.

17

The Society of Individuals: How to Solve the Dilemma of Individualism and Holism in Historical Sociology

75%

Šubrt J.

Historická sociologie (Historical Sociology)

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2015

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vol. 1

9-23

EN

One of the questions that Norbert Elias tries to resolve in his work – either explicitly or implicitly – is the issue of the relationship between the individual and society. Elias critically assesses two approaches to this issue that sociology offered in his time, namely the Weberian conception of individualism that postulates the human individual as the starting point of sociological thought, and the Durkheimian conception of holism, which considered society as a whole as the starting point, giving regard to holistic, supra-individual social facts. Elias considers both of these solutions one-sided and unsatisfactory, and in his conception tries to supercede them. His strategy is close to that of Georg Simmel before him. It consists in highlighting the “third” that lies between the individual and society, which connects them. Simmel calls this “third” “Wechselwirkung”. Elias speaks about “figuration”. In this article, we consider how successful Elias’ strategy is, its merits and its shortcomings. At the end of the text, the author attempts to formulate his own solution of the discussed problem, which is different from Elias’s approach and based on the concept of “homo duplex”.

18

Interaktywna edukacja filozoficzna: Na Targowisku Ujawnień

63%

Kuczyńska K., Wachowiak S.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2014

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issue 25

159-173

EN

The text consists of the theoretical introduction Interactive philosophy teaching, written by Katarzyna Kuczyńska, followed by a presentation (with a commentary) of the philosophical workshop script At the Fair of Disclosures, created by Sebastian Wachowiak. The theoretical part refers to the idea of philosophy as a form of human activity that stays in a strict correlation with everyday life. Using the idea as a referential point, the author distinguishes the following issues: (a) the process of philosophical thinking, (b) the results of this process – philosophical knowledge, (c) the knowledge of philosophy, as well as intellectual competence, crucial for developing one’s philosophical culture. She also provides an interactive model of teaching philosophy at school as the one she considers the most favorable. According to the given point of view, interactive philosophy teaching: (a) points out the correlation of philosophical questions with existential experience of the individuals; (b) creates environment for active philosophising for the students (the didactic situation aims at initiating the knowledge manufacturing process rather than simply reproducing the knowledge).Sebastian Wachowiak’s script At the Fair of Disclosuresis an example of creating educational situation within the interactive model of philosophy teaching. The goal of the lesson is to deepen the students’ understanding of identity as a category described through its public and social as well as intimate and private dimension (to show the mulltidimensionality of human life in public and social space); to recognise the moral threats resulting from the identity exposure. During the first part of the lesson, while the students are participating in the designed didactic game, the issue selected in accordance to the above criteria becomes the object of students’ experience. The second part of the lesson is a discussion which aims at stimulating the students intellectually and engaging them in active philosophising. The script closes with the author’s commentary, in which he refers to the experience gained during the realisation of the presented didactic idea on the one hand, and on the other explicates the interactive nature of the designed didactic situation.

19

Filozoficzne aspekty zrównoważonego rozwoju w kontekście encykliki „Laudato si’”

63%

Papuziński A.

Seminare. Poszukiwania naukowe

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2018

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vol. 39

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issue 1

57-68

PL

W artykule przeprowadzono analizę porównawczą filozofii zrównoważonego rozwoju oraz filozofii Laudato Si’. Na początku części pierwszej wydobyto specyfikę filozofii zrównoważonego rozwoju zrekonstruowanej na podstawie dokumentów ONZ, omówiono ją z perspektywy filozofii polityki i etyki. W dalszych partiach tej części scharakteryzowano filozofię Laudato Si’ i omówioną ją z perspektywy nauki społecznej Kościoła. W części drugiej skupiono uwagę na kluczowych założeniach obu teorii filozoficznych. Szczegółowo omówiono i porównano takie przesłanki jak holizm i godność człowieka.

EN

The article presents a comparative analysis of the philosophy of sustainable development and the philosophy of Laudato Si. The beginning of the first part focuses on the specific character of sustainable development philosophy reconstructed on the basis of the UN documents and discussed from the perspective of the philosophy of politics and ethics. In the further part, the philosophy of Laudato Si is characterized and discussed from the perspective of the social doctrine of the Church. In the second part, the author focuses on the key assumptions of both philosophical theories. Such premises as holism and dignity are discussed in detail. The title of this article: “The Philosophical Aspects of sustainable Development in the Context of Laudato Si Encyclical”.

20

Wychowanie seksualne w ujęciu holistycznym

63%

Komorowska-Pudło M.

Roczniki Pedagogiczne

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2015

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vol. 7(43)

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issue 3

67-91

PL

W artykule zaprezentowano holistyczne podejście do wychowania seksualnego uwzględniające wszechstronne przygotowanie dzieci i młodzieży do poznania własnej płciowości i płciowości osób odmiennej płci. Podkreślony został aspekt rozwoju biologicznego, psychicznego i społecznego w rozwoju seksualności, kształtowanie dojrzałości młodzieży oraz związek seksualności z podejmowanymi w przyszłości rolami małżeńskimi i rodzicielskimi. W celu uzasadnienia omawianego podejścia poddano dyskusji wnioski z analiz programów wychowania seksualnego o charakterze holistycznym, realizowanych w świecie. Przedstawiono także wnioski z badań własnych autora, dotyczących związku uczestnictwa w szkolnych zajęciach z wychowania do życia w rodzinie z postawami młodzieży wobec seksualności, małżeństwa i rodzicielstwa. Te wnioski są następujące: mniej niż połowa 18-, 19-latków biorących udział w badaniach wykazała się dojrzałym nastawieniem do wartościowania seksualności; dziewczęta przejawiają dużo bardziej dojrzałe postawy w omawianej sferze niż chłopcy; zwiększa się odsetek nastolatków aktywnych seksualnie; duża grupa młodzieży podejmuje doświadczenia seksualne bez miłości; około połowa nastolatków zrywa kontakt z partnerem inicjacji; prawie wszyscy młodzi ludzie mieli kontakt z pornografią; młodzież uczestnicząca w zajęciach z wychowania do życia w rodzinie (szczególnie chłopcy) przejawia nieco bardziej dojrzałe postawy wobec seksualności, małżeństwa i rodzicielstwa niż młodzież nieuczestnicząca w nich; jakość postaw młodzieży wobec aktualnych dla niej obszarów związanych z seksualnością koreluje w wysokim stopniu z jakością jej postaw wobec małżeństwa i rodzicielstwa – jest to korelacja dodatnia. Wskazany związek uczestnictwa przez chłopców w zajęciach z wychowania do życia w rodzinie z ich dojrzalszymi postawami wobec płciowości stanowi ważny argument przemawiający za tego rodzaju edukacją.

EN

The paper presents a holistic approach to sex education taking into account the comprehensive preparation of children and young people to know their own sexuality and the sexuality of people of the opposite sex. It has been highlighted aspect of biological, psychological and social development of sexuality, shaping the maturity of youth and relationship of sexuality with marital and parental roles undertaken in future. In order to justify this approach was discussed findings from analyzes of sex education programs realized in the world. The paper presents the conclusions from the author's own research concerning the relationship of participation in education classes to live in a family with young people attitudes towards sexuality, marriage and parenthood. The conclusions of their research are as follows: less than half of 18-, 19-year-olds involved in the study showed a mature attitude to sexuality; girls reveal much more mature attitude in this sphere than boys; increases in the percentage of sexually active teens; a large group of young people take sexual experience without love; about half of teenagers breaks contact with a partner after sexual initiation; nearly all young people have contact with pornography; young people participating in education classes for family life (especially boys) reveals a more mature attitude towards sexuality, marriage and parenthood than young people not participating in them; quality of the attitudes of young people towards the areas related to sexuality correlates highly with the quality of their attitudes towards marriage and parenthood - this is a positive correlation. Indicated participation by boys in education classes for family life with their more mature attitudes towards sexuality is an important argument in favor of this kind of education.

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Pojęcia holizmu i chaosu w medycynie rodzinnej

Some Preliminary Remarks about the Use of the Expression “Gestalt” in the Scientific Debate

Gestalt as a Specialized Term: Its Conceptual Definition in Psychology and Philosophy

Edukacja zintegrowana na przestrzeni wieków

Why metaphysics matters for the science-theology debate – an incarnational case study

Towards a general theory of landscape systems: the integration of the geoecological and bioecological approaches

Towards a general theory of landscape systems: the integration of the geoecological and bioecological approaches

Theory of teaching: good traditions, old traps, new perspectives.

Review of Paweł Grabarczyk’s "Directival Theory of Meaning: From Syntax and Pragmatics to Narrow Linguistic Content"

Metodologiczne aspekty zasady komplementarności

Rorty on Language and Social Practices

A Holistic Understanding of Death: Ontological and Medical Considerations

Holism, Cognition and Metaphor

Morton White’s philosophy of culture: Holistic pragmatism and interdisciplinary inquiry

Irreducible Holism

Systemowe ujęcie biosfery w etyce Edwarda Goldsmitha

The Society of Individuals: How to Solve the Dilemma of Individualism and Holism in Historical Sociology

Interaktywna edukacja filozoficzna: Na Targowisku Ujawnień

Filozoficzne aspekty zrównoważonego rozwoju w kontekście encykliki „Laudato si’”

Wychowanie seksualne w ujęciu holistycznym