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Man inside metaphors

100%
Kot D.
Logos i Ethos
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2019
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vol. 51
EN
The subject of the article is a role of metaphor in Józef Tischner’s philosophy. In late seventies he shaped an idea of „thinking within metaphor”, which was an essential modification of phenomenological method Tischner used before. Metaphorizing is not only an unliterally language expression, but also the metaphysical statement, that the world an human experience cannot be described in strict concepts. Metaphors and symbols have their own logic and hermeneutics, which shows their inner tensions. I proposed a new approach to Tischner philosophy, which allows unveil this „life of metaphor”.
2

Język mitu czy język wartości? (uwagi na marginesie “Obecności mitu” Leszka Kołakowskiego)

88%
Przełęcki M.
Kwartalnik Filozoficzny
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2011
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vol. 39
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issue 1
15-24
EN
Kolakowski opposes science and myth, conditional empirical reality, the realm of science and unconditional non-empirical reality, the domain of metaphysics and myth. The world of human experience owes its sense to mythical reality. Only it can satisfy the human need for purpose and order in the world, sense and value in human activities, and the permanence of values. This attitude is pragmatic and irrational. One can, however, adopt a rational attitude, requiring that statements be rationally justified, adopting a classical understanding of truth (as conformity between language and reality). Statements about value then admit of cognitive certainty, which, to be sure, transcends that of science, but is founded upon experience, intuitive ethical experience. Statements about values are also entitled to truthfulness (or falsehood). This understanding of value, irrespective of the existence or nonexistence of an absolute reality, guarantees the meaningfulness of life and human activity.
3
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“Le Circostanze per cui dio ci fa passare…” Dalla vita di don Luigi Giussani alla sua concezione dell’educazione

51%
Fedeli C. M.
Roczniki Pedagogiczne
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2023
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vol. 15
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issue 1
15-24
PL
Artykuł ma na celu uwydatnienie, w sposób spójny i zwięzły, najważniejszych momentów w życiu ks. Giussaniego, które okazały się szczególnie decydujące dla powstania, kształtowania się i dojrzewania jego koncepcji wychowania. Momenty te miały miejsce w jego rodzinie, w okresie jego formacji w Seminarium w Venegono, w czasie, gdy uczył religii w Liceum Berchet w Mediolanie oraz w latach dojrzałości i starości. Zastanawiając się nad doświadczeniami przeżywanymi za każdym razem w tych okolicznościach, Giussani stopniowo tworzył koncepcję wychowania, która za swoje fundamenty ma rzeczywistość, doświadczenie, rację, piękno, wolność, i która dzisiaj okazuje się cenna nie tylko dla nastolatków i ludzi młodych, ale również dla każdego człowieka w każdym wieku.
EN
The contribution intends to highlight, in an essential and synthetic way, the main moments of Fr. Luigi Giussani’s life that have proved to be particularly decisive for the genesis, taking shape and maturation of his conception of education. These moments occurred in the life of his family, in the span of his formation in the Seminary of Venegono, in the period of teaching religion at the Berchet High School in Milan and in the years of maturity and old age. Reflecting on the experience lived each time in such circumstances, Giussani has progressively outlined a conception of education that has as its foundations reality, experience, reason, beauty, freedom, and which presents itself today as valid no longer only for adolescents and young people, but also for every person in all ages of life.
IT
Il contributo intende porre in rilievo, in modo essenziale e sintetico, i principali momenti dell’esistenza di don Luigi Giussani che si sono rivelati particolarmente decisivi per la genesi, il prendere forma e la maturazione della sua concezione dell’educazione. Questi momenti si sono verificati nella vita della sua famiglia, nell’arco di tempo della sua formazione nel Seminario di Venegono, nel periodo dell’insegnamento della religione al Liceo Berchet di Milano e negli anni della maturità e della vecchiaia. Riflettendo sull’esperienza vissuta ogni volta in tali circostanze, Giussani ha progressivamente delineato una concezione dell’educazione che ha per proprie fondamenta la realtà, l’esperienza, la ragione, la bellezza, la libertà, e che si presenta oggi come valida non più solo per gli adolescenti e per i giovani, ma anche per ogni persona in tutte le età della vita.
4
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„Okoliczności, jakie Bóg pozwala nam przeżywać…” Od życia ks. Luigiego Giussaniego do jego koncepcji wychowania

51%
Fedeli C. M., Chodyniecki D.
Roczniki Pedagogiczne
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2023
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vol. 15
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issue 1
25-34
EN
* Original article in Italian "'Le Circostanze per cui Dio ci fa passare…' Dalla vita di don Luigi Giussani alla sua concezione dell'educazione" was published in "Roczniki Pedagogiczne" 15(51) 2023, No. 1, pp. 15-24 The contribution intends to highlight, in an essential and synthetic way, the main moments of Fr. Luigi Giussani’s life that have proved to be particularly decisive for the genesis, taking shape and maturation of his conception of education. These moments occurred in the life of his family, in the span of his formation in the Seminary of Venegono, in the period of teaching religion at the Berchet High School in Milan and in the years of maturity and old age. Reflecting on the experience lived each time in such circumstances, Giussani has progressively outlined a conception of education that has as its foundations reality, experience, reason, beauty, freedom, and which presents itself today as valid no longer only for adolescents and young people, but also for every person in all ages of life.
PL
* Artykuł oryginalny w języku włoskim pt. „«Le Circostanze per cui Dio ci fa passare…» Dalla vita di don Luigi Giussani alla sua concezione dell’educazione” został opublikowany w Rocznikach Pedagogicznych 15(51) 2023, nr 1, s. 15-24. Artykuł ma na celu uwydatnienie, w sposób spójny i zwięzły, najważniejszych momentów w życiu ks. Giussaniego, które okazały się szczególnie decydujące dla powstania, kształtowania się i dojrzewania jego koncepcji wychowania. Momenty te miały miejsce w jego rodzinie, w okresie jego formacji w Seminarium w Venegono, w czasie, gdy uczył religii w Liceum Berchet w Mediolanie oraz w latach dojrzałości i starości. Zastanawiając się nad doświadczeniami przeżywanymi za każdym razem w tych okolicznościach, Giussani stopniowo tworzył koncepcję wychowania, która za swoje fundamenty ma rzeczywistość, doświadczenie, rację, piękno, wolność, i która dzisiaj okazuje się cenna nie tylko dla nastolatków i ludzi młodych, ale również dla każdego człowieka w każdym wieku.
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