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An ethical-professional code of a psychologist – a critical analysis of chosen issues

100%
Kucharski J.
Psychologia Wychowawcza
|
2019
|
vol. 57(15)
152-165
EN
The article contains a critical analysis of the Code of Ethics for Psychologists by the Polish Psychological Association, which is in place from year 1991 to 2018. The aim of the article is to point to inadequate, unclear, or leading to incoherent interpretations regulations found in this Code. The first part of the text describes functions and also benefits as well as dangers connected with ethical codes in general. The second part is an analysis looking for inaccuracies and incoherencies in the Code’s content. At the end, there are illustrated the main issues requiring an update or a thorough change in the future versions of the Code’s approach to capture the norms of psychologists’ profession.
2
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Koncepcja etyki naukowej i wizje postępu moralnego w ujęciu liderów polskiej myśli pozytywistycznej

63%
Tyburski W.
Folia Philosophica
|
2022
|
vol. 48
1-25
EN
The article presents one of the components of the intellectual legacy of Polish positivism, a philosophical position which proposed a new attitude towards ethical issues. Its representatives put forward the notion of scientific ethics, reducing moral philosophy to it. They strongly emphasized their critical attitude towards traditional ethics, for which there was no place in the positivist model of science, and proposed a distinction between theoretical and practical ethics. Their project was motivated by an ambition to make ethics into jurisprudence, a discipline whose accuracy would make it similar to other sciences. Their efforts were consistently motivated by the idea of making ethics into an empirical and applied science. This scientific ethics would fulfill the important task of forming a set of moral requirements, which, by referring to moral knowledge (“ethology”), would have a chance of influencing the conduct of individuals and society. The new ethics was expected to contribute to the change in social morality and thus greatly support moral progress, an issue which was hotly debated. All positivists subscribed to the idea of progress, including that of morality; however, some differences can be discerned in how they defined progress. Some defined it in realistic categories, while others focused on optimistic visions of the future. Among the first advocates of scientific ethics and of the idea of moral progress, differences notwithstanding, were Aleksander Świętochowski, Julian Ochorowicz, Feliks Bogacki, Władysław Kozłowski, and Bolesław Prus. The article gives an overview of some of their views.
3
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Etyka w polskiej szkole w opiniach nauczycieli praktyków (analiza danych jakościowych)

38%
Rostocki W. A.
Acta Universitatis Lodziensis. Folia Philosophica. Ethica – Aesthetica – Practica
|
2017
|
issue 29
53-79
EN
The article presents the results of empirical analysis of the transcription of twenty-two in-depth free interviews conducted with ethics teachers, teaching this subject in Polish schools at various levels of education. The first part of the article describes the socio-political and ideological context of introducing the subject of ethics to Polish schools. The next one presents motivations of students choosing this subject and a sometimes critical evaluation of the core curriculum for this subject made by teachers. The core curriculum does not take into account the ethical sensitivity of students focused rather on the problems of practical ethics than philosophical ethics. The last part of the text describes a “figure of loneliness” of an ethics teacher in a Polish school and presents a hypothesis regarding the axiological silence prevailing in Polish families.
PL
W artykule zostały przedstawione wyniki empirycznej analizy transkrypcji dwudziestu dwóch pogłębionych wywiadów swobodnych przeprowadzonych z nauczycielami etyki, uczącymi tego przedmiotu w polskich szkołach na różnych poziomach edukacji. Pierwsza część artykułu opisuje społeczno-polityczny i ideologiczny kontekst wprowadzania przedmiotu etyka do polskich szkół. Kolejna przedstawia motywacje uczniów wybierających ten przedmiot oraz krytyczną czasami ocenę podstaw programowych do tego przedmiotu dokonaną przez nauczycieli. Podstawy programowe nie uwzględniają wrażliwości etycznej uczniów, skoncentrowanej raczej na problemach etyki praktycznej niż etyki filozoficznej. W ostatniej części tekstu opisano „figurę samotności” nauczyciela etyki w polskiej szkole oraz hipotezę dotyczącą aksjologicznej ciszy panującej w polskich rodzinach.
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