Search results

1

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

100%

Leś T.

Kwartalnik Pedagogiczny

|

2018

|

vol. 63(1 (247))

48-68

PL

Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.

2

Współzależność i asymetria w relacjach pedagogiki z filozofią

100%

Leś T.

Kwartalnik Pedagogiczny

|

2019

|

vol. 64(3 (253))

9-30

PL

The author presents and analyses the issue of the interrelationship between philosophy and pedagogy. He shows the areas of connections which have already been indicated and the ones which have not been clearly indicated yet. These areas are as follows: the genetic-historic area, the institutional-structural area, evaluation, ethical and metaethical issues and others. For each of those areas there is argumentation underlying the relationship between the two mentioned disciplines. In conclusion, the author presents general characteristics of that relationship.

3

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

100%

Gara J.

Kwartalnik Pedagogiczny

|

2015

|

issue 2(236)

115-145

EN

The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.

4

What does it Mean to Educate?

100%

Knausz I.

Practice and Theory in Systems of Education

|

2016

|

vol. 11

|

issue 1

49-54

EN

This paper focuses on the most abstract and most boring question of pedagogy or, as I prefer to call my field of interest, the theory of pedagogy. My aim is to try to rehash and re-pose this question – maybe even answer it? In this regard, Ottó Mihály advises us to be careful; in the preface to his notes on the philosophy of pedagogy he asserts that we do not know what educating is but we know that there exist “various valid and eligible answers” to this question.

5

Post-pandemic challenges for learning communities

100%

Kobylarek A.

Journal of Education Culture and Society

|

2021

|

vol. 12

|

issue 1

5-11

EN

This article presents the fundamental challenges facing education after the COVID-19 pandemic - technological, social, political and ecological. The author suggests that post-pandemic the most important problems will not be related to its effects, but to building civic and environmental awareness. Technological challenges, in the form of the necessity of expanding the repertoire of the technical means of education, and social challenges in the form of the need to rebuild relationships, were important in the pandemic phase, and their strongest impact was delineated at the very beginning. After a return to the new normality (however it may be defined), challenges of this type will not disappear completely, but their strength will become weaker when compared to the problems humanity has faced practically from the beginning of the 21st century.

6

Jesuit Philospophy of Contemplative Education

100%

Pasierbek SJ W.

Horyzonty Wychowania

|

2016

|

vol. 15

|

issue 33

9-22

EN

RESEARCH OBJECTIVE: The purpose of this article is to present the Jesuit philosophy of contemplative education as an educational system compatible with the American philosophy of contemplative education and to aim at the emergence out of the latter of the vision of a man integrally formed as “men and women for others” including the transcendent / religious dimension of life. THE RESEARCH PROBLEM AND METHODS:The presented research problem concerns the question of whether the system of the proposed philosophy of contemplative education allows to educate and to form a human who is integral and coherent in spiritual and physical unity in the religious optics. There has been applied the method of critical and comparative analysis as well as the analysis of the reference literature. THE PROCESS OF ARGUMENTATION:After having initially defined the aim of the study and the fundamental concepts (philosophy of contemplative education) there has been presented the history and the main assumptions of the philosophy of contemplative education from the USA (1974). Then, there has been presented the history of Ignatian spirituality (contemplativus in actione) as a source for the Jesuit philosophy of contemplative education. The essential part of the argumentation was to present the philosophy of the process of forming the student (Ratio Studiorum and the contemporary documents) based on the specific five stages. RESEARCH RESULTS:The result of this argumentation is a concrete and integral vision of a contemplative man in action who is open “for and to others”. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS:This analysis confirmed the compatibility of the American and the Jesuit philosophy of contemplative education as a system that should be included in the educational programs and processes of an integral human being as a being of spiritual and bodily unity based on a contemplative reflection and action.

7

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

100%

Leś T.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(2 (236))

327-335

PL

This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.

8

PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION

100%

Synytsia A.

Journal of Education Culture and Society

|

2020

|

vol. 11

|

issue 2

39-51

EN

Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.

9

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

100%

Leś T.

Kwartalnik Pedagogiczny

|

2015

|

issue 2(236)

327-335

EN

This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.

10

Thinking without Heidegger?

100%

Horsthemke K.

Forum Pedagogiczne

|

2019

|

vol. 9

|

issue 1

245-256

PL

There has been a resurgence of Martin Heidegger’s ideas in recent years, especially within English-language philosophy of education. Yet, there have also been other developments that deserve to be taken seriously, first and foremost the indication that his anti-Semitism informs not only his personal beliefs and political stance but is already rooted in his philosophy, notably his ontology. It is these developments and the context of Heidegger’s philosophy that are examined first, before I return to the purported significance of his ideas for education towards the end of this essay.

11

Filozofia a pedagogika. Współzależności i granice

100%

Gałkowski S.

Kwartalnik Pedagogiczny

|

2017

|

vol. 62(1 (243))

45-60

PL

The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.

12

Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki

100%

Stępkowski D.

Kwartalnik Pedagogiczny

|

2017

|

vol. 62(1 (243))

79-90

PL

The author of the paper tries to show that general pedagogy has its philosophical distinction, e.g., comparing to philosophy of education. Johann Friedrich Herbart’s essay On the Dark Side of Pedagogy is an important point of reference in the analysis. Starting from the essay, the author justifies the necessity of an approach to general pedagogy with its most important goal, i.e., defining the basic pedagogical thought. The thought is “basic” as it combines theoretical and practical knowledge on education and has to be defined over and over again, and not because without it education cannot be imagined. The history of philosophy is full of evidence that education can be “deduced” even from the theories that have nothing in common with education.

13

The place of anthropology in the philosophy of education

100%

Golema M.

The New Educational Review

|

2004

|

vol. 2

31-41

EN

The study tries to define the anthropology of dialogue as a specific way of thinking on human being; it grounds mainly in Tzvetan Todorov's findings. It comments basic theses of Buber, Levinas, Bachtin, Habermas and Todorov while underlining their mutual interpretability as well as similarity. Because of possible significance of this anthropological conception for professional teacher training, it recommends to reserve some space for the anthropology of dialogue in the area of the philosophy of education thus enabling it to come out of the shadow of more influential anthropological conceptions.

14

What is your educational philosophy? Modern and postmodern approaches to foreign language education

88%

Uzun L.

Studies in Second Language Learning and Teaching

|

2012

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vol. 2

|

issue 3

333-348

EN

The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.

15

Cyborg, Mutant, Androgyne: The Future Human Being—What Will It Be Like? (Issues of Philosophy of Education)

88%

Matusevych T., Bazaluk O.

Dialogue and Universalism

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2015

|

issue 2

175-181

EN

We analyse some current trends of viewing transformational changes of humankind (transhumanism, theory of androgyny, etc.). We present the key role played by philoso-phy of education in shaping an image of the future human being. We also determine the main characteristics of the personality of the planetary-cosmic type and the system of his personal, local and global interactions.

16

Bernard Bolzano’s philosophical conception of education from a modern standpoint

88%

Synytsia A.

Journal of Education Culture and Society

|

2021

|

vol. 12

|

issue 1

32-44

EN

Aim. The aim of the article is to analyse Bernard Bolzano’s philosophico-educational approach, given the importance of his pedagogical legacy for further progress in the field of education and training. Methods. The research uses methods of historico-philosophical reconstruction (to determine the foundations and features of Bolzano’s pedagogico-philosophical work), interpretation (to characterise the still relevant ideas of the thinker in the field of education) and critical analysis (to assess the significance of Bolzano’s legacy from the standpoint of modern educational theory and to point out what remained out of the researchers’ attention). Results. The study showed that Bolzano’s pedagogical ideas were not only in demand in the context of European culture of the early XIX century, but also proved relevant today, especially given the need for harmonious personal development, finding sources of intrinsic motivation in students and improving their logical thinking skills, the importance of the spiritual qualities of the teacher and – in general – the assistance of the state in the direction of the progress of education as the most effective means of qualitative change in society. Conclusion. Bernardo Bolzano’s philosophical conception of education was strongly influenced by religion, the ideas of the late Enlightenment and the late Josefinist. This conception was an integral part of his socio-political theory. Bolzano attached great importance to the study of philosophy and the acquisition of logical skills in education. He considered writing textbooks to be one of the cornerstones of the educational process. This made it possible to intensify communication between teachers and students, to gradually involve everyone in education, and thus to promote social progress in general.

17

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

88%

Więckowska K.

Kwartalnik Pedagogiczny

|

2017

|

vol. 62(1 (243))

133-148

PL

The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.

18

‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle

88%

Vucic B.

Language, Discourse & Society

|

2019

|

vol. 7

|

issue 1

13-32

EN

The Jewish-Polish pedagogue, Janusz Korczak is traditionally associated with his orphanage in the Warsaw ghetto and his murder alongside the children during the Holocaust. A doctor and educator, Korczak is also increasingly acknowledged for his unique pedagogical projects such as the self-governing orphanages (democratic children’s homes) and his advocacy for child rights. Translations of his writing and the dominance of individualized interpretations for his motives, has resulted in Korczak being displaced from his socio-historical context of Warsaw. This paper seeks to increase awareness of the inseparable nature of Korczak’s Polish language texts to the Polish struggle for independence. The aim is to further investment into understanding the socio-historical context within which Korczak’s writing was rooted. When readers acknowledge the limitations of the translated Korczak texts, this encourages a greater appreciation of current Polish scholarship but also deepens the philosophical inquiry into his work. This paper uses Korczak’s texts to demonstrate how power and language reinforce each other by conflating the concepts of the oppressed into those of the oppressor. The purpose of highlighting flaws in translated texts is not simply to correct the error but to disrupt notions of identity; oppressed and oppressor, in relation towards the ‘not-so-radically’ Other. Examinations of Korczak's ideological experiences, either religious, cultural or political, move more of his own account from the periphery into the foreground. To date, the impact of Russian colonization and Poland’s struggle for political independence within Korczak’s texts has been given little attention and served to keep readers ignorant of this aspect. Whereas other studies have attended to Korczak’s Jewish-Polish heritage, the focus here is on his political philosophy. The goal is to REplace Korczak by historically situating his ideas within his city of Warsaw and the intelligentsia of the time. This demonstrates that Korczak’s critical pedagogy and work outside of the authority of the State positions him today as a radical educator. Historically, he can be aligned with the ideas of specific social movements, especially anarchist theories. Rather than uniformity of ideas, the Warsaw intelligentsia at the turn of the twentieth century, both Polish and Jewish, was a democratic mesh with disparate individuals brought together in tactical co-operation for the struggle of nation-building. The reader is introduced to Korczak in ‘place’ in order to illuminate a new reading of Korczak’s texts and ideas as emanating from radical philosophical underpinnings.

19

Liberalizm w edukacji

88%

Karoń A. I.

Kultura-Społeczeństwo-Edukacja

|

2022

|

vol. 22

|

issue 2

249-258

EN

The contemporary message of some media associates broadly understood liberalism with the pejoratively interpreted slogan “do whatever you want”. Common understanding of liberalism as, very generally speaking, libertarian views, also tends to be juxtaposed with an almost anarchist view of the world. The purpose of this text is to reflect on how liberalism can be understood (and whether there is one way to define it) and how a liberal thought influences education. Can it shape education? If so, how? The liberal tradition is not only rich and diverse (it is impossible to talk about one liberalism with a capital “L”, or rather liberalisms of specific countries), but also has a significant impact on the way of thinking about the world in its various dimensions. The text provides an overview of the main tenets of liberalism along with their historical outline. The discussion about the main ideas of liberalism serves to organize a series of, sometimes contradictory, information about it. The background outlined in this way allows us to focus on the issue of liberalism in education, while posing a number of problematic, remaining open, questions about the essence of education or the role of school in the neoliberal perspective. The entanglement of science in ideologies is also shown, an example of which is mathematics, the subject defined in accordance with the adopted philosophical or even political perspective. The overview character of the text is intertwined with questions on the border of the philosophy of education and the history of political thought, which is a good introduction to further deepening the knowledge in both these areas.

20

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

88%

Gara J.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(2 (236))

115-145

PL

The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.

Refine search results

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

Współzależność i asymetria w relacjach pedagogiki z filozofią

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

What does it Mean to Educate?

Post-pandemic challenges for learning communities

Jesuit Philospophy of Contemplative Education

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION

Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN

Thinking without Heidegger?

Filozofia a pedagogika. Współzależności i granice

Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki

The place of anthropology in the philosophy of education

What is your educational philosophy? Modern and postmodern approaches to foreign language education

Cyborg, Mutant, Androgyne: The Future Human Being—What Will It Be Like? (Issues of Philosophy of Education)

Bernard Bolzano’s philosophical conception of education from a modern standpoint

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle

Liberalizm w edukacji

Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji