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Practical Aesthetic Knowledge: Goodman and Husserl on the Possibilities of Learning by Aesthetic Practices

100%
Laner I.
Estetika: The Central European Journal of Aesthetics
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2015
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vol. 52
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issue 2
164-190
EN
In this article I aim to shed light on the question of whether aesthetic experience can constitute practical knowledge and, if so, how it achieves this. I will compare the approaches of Nelson Goodman and Edmund Husserl. Both authors treat the question of which benefits aesthetic experience can bring to certain basic skills. Though one could argue together with Goodman that repeated aesthetic experience allows for a trained and discriminating approach to artworks, Husserl argues that by viewing aesthetic objects we can learn to perceive in a more undiluted fashion and to qualify our own perceptions against the backdrop of the conceptual framework that shapes our everyday experience. As a consequence, aesthetic experience is not to be regarded as something that only contributes to a normatively loaded involvement in the distinct field of the ‘aesthetic’. Reading Goodman with Husserl and vice versa, I will argue in support of a practical aesthetic knowledge account that mediates cognitivist-constructivist and phenomenological concerns and can thus overcome some of their respective shortcomings. The account I present is useful for understanding the practical value of aesthetic experience in and beyond the confined field of the arts.
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Practical KnowledgeVersusKnowledge as Practice

88%
Danka I.
Human Affairs
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2009
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vol. 19
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issue 4
397-407
EN
The main thesis of this essay is that practice is superior to a "theoretical vs. practical" distinction. In this sense, every sort of knowledge is essentially "practical"; so-called "theoretical" knowledge is an historically overemphasised borderline example of the practical. Based mostly on Wittgenstein's view, I shall gradually refine an opposition between theoretical and practical knowledge by analysing some related dualisms on an active, processual, communicative and applicative concept of knowledge. Then I will provide some arguments as to why knowledge as a practical matter in this sense should be seen as, both logically and temporally, prior to the distinction.
3
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Belief as a Cognitive and Practical Commitment

88%
Djigo S.
Ethics in Progress
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2013
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vol. 4
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issue 2
34-45
EN
Exploring the idea of a more practical relationship between the agent and his own mental life leaves room for reconsidering the relevance of the familiar analogy between reasons for belief and reasons for action. Even if their difference is usually admitted, they are also treated as equivalent, in the sense that the connection between reasons to believe and the arising belief would be analogous to the connection between reasons for action and the arising action. If such an analogy might be relevant to a certain extent in the frame of a theoretical stance towards oneself, I'll argue that it cannot be maintained once we have put the agent at the heart of self-knowledge.
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Intencje edukacyjne pragmatycznych znaczeń w Sztuce doczesnej mądrości Baltasara Graciána

88%
Wojnowski K.
Biuletyn Historii Wychowania
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2021
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issue 44
7-23
EN
Baltasar Gracián’s views revolved around the motivation of moral axiology in reference to the cognitive knowledge of reason and the practical knowledge of reason, by which individuals achieve effective results. He believed that knowledge of motivation, strategies and tactics for successful goal achievement should be imparted in education, while wisdom is expressed by effective long-term and permanent results of reasonable actions. Behavioral strategies motivated by moral axiology result in increased human spiritual and material well-being in society, and education in this area contributes to knowledge spread and moral progress. Temporal wisdom is both life wisdom and worldly wisdom; the former belongs to the human nature of life and is a driving force behind the creation of a better human world.
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ПСИХОЛОГО-ПЕДАГОГІЧНІ ВИМОГИ ДО ПРОФЕСІЇ ВЧИТЕЛЯ ТЕХНОЛОГІЙ У КОНТЕКСТІ ХУДОЖНЬО-ПРОЕКТНОЇ ПІДГОТОВКИ

75%
Курач М.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
240-248
EN
The article deals with elucidation of professional qualities of a modern technology teacher. In particular, the attention is focused on the psychological and pedagogical requirements for knowledge, skills and practical knowledge of this category of professionals. Based on the analysis of the content of such notions as «knowledge», «skills», «practical knowledge» and synthesis of their different interpretations there are distinguished approaches and conceptions to ensure the appropriate level of the technology teacher’s preparation to work in conditions of a modern school and the school of future. The paper identifies the main similarities and differences in the professional activity of the technology teacher in the implementation of art and design activity of pupils and the professional designer while he is projecting art products. In the process of generalization and systematization of research data requirements for the formation and development of such qualities of a future teacher as visual-shaped memory, spatial and creative imagination, visual-shaped thinking, artistic abilities, art culture and aesthetic taste are defined. It is proved that along with the importance of formation of art and design knowledge, skills and practical knowledge of technology of future teachers is necessary to cultivate the special way of knowledge of outworld, which would allow them with their pupils to elaborate objective environment, that complies with modern requirements, tendencies and styles. The basis of this knowledge of surrounding reality method is defined in art and design thinking. This type of mental activity leads to the formation in students of such value judgments and ways of creative activity that define aesthetic relation to the world of things and reality in general. The most important components of art and design thinking include: constructability, expediency, variety, flexibility, sense of style and stylistic harmony.
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Acting for Aesthetic Reasons

75%
Alvarez M., Ridley A.
Estetika: The Central European Journal of Aesthetics
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2017
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vol. 54 (New Series 10)
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issue 1
65-84
EN
It seems natural to think that there are aesthetic reasons for action and that an artist must be guided by such reasons as he or she begins work on the canvas or poem or symphony or marble. This latter supposition seems at odds, however, not only with classical inspiration theory but also with the views of one of the last century’s most important philosophers of art, R. G. Collingwood. We propose an account of acting for an aesthetic reason inspired by G. E. M. Anscombe’s Intention, specifically by her concept of ‘practical knowledge’, which we believe can accommodate Collingwood’s reservations about the sort of knowledge of their ends, and of the means to those ends, which artists have as they engage in their creative activity.
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An Overview of Discourses on Knowledge in Policy: Thinking Knowledge, Policy and Conflict Together

63%
Sedlačko M., Staroňová K.
Central European Journal of Public Policy
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2015
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vol. 9
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issue 2
10-31
EN
Around the world, there is a growing interest among policy scholars and practitioners in the role of knowledge in relation to public policy. These debates are accompanied by some confusion about what is meant by knowledge or evidence, as well as controversies around the role of scientists and suspicions of increasingly technocratic decision making. Our aim is to provide a useful overview of the major debates in this paper, and to trace six dominant discourses in current research that address the role of scientific knowledge or expertise in the policy process. We distinguish evidence-based policy making, knowledge utilisation, policy learning, knowledge transfer, social construction of knowledge and boundaries, and knowing in practice as separate discourses. We show how they differ in their understanding of knowledge, of the problem to solve in terms of the role of knowledge in policy, of practical implications, as well as in their understanding of public policy and in their ontologies and epistemologies. A condensed and structured representation serves as a basis for conducting comparisons across discourses as well as to open ways for analysis of strategic associations between the discourses. We hope to contribute to extending the discussion of knowledge in policy into the realm of epistemic politics and we suggest several avenues for future research that can draw on a range of concepts from across all of the discourses.
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Les approches interdisciplinaires dans l’enseignement de la littérature

63%
Ledwina A.
Annales Neophilologiarum
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2013
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issue 7
73-85
EN
On the eve of the new millennium, as never before, the freedom of communication and the urge for exchanging the ideas acquires wider significance. It influences the field of language learning and contributes to the fact that the Romanic studies receive greater attention as the French language offers an alternative to the omnipresent English language. The article is an analysis of methods of learning but also methods of popularizing the French language. The author believes that practical knowledge along with the multicultural perspective on language will definitely improve the students’ learning abilities as well as broaden their knowledge and sensitivity towards the subject.
PL
Swoboda komunikowania się i wymiana doświadczeń były zawsze podstawą wszelkiego postępu, a w czasach współczesnych są wręcz sprawą absolutnie pierwszoplanową. Kluczem do sukcesu w tej dziedzinie staje się nauka języków obcych, w tym głównie języka francuskiego, który stanowi realną alternatywę dla wszechobecnego języka angielskiego w świecie nauki, kultury i codziennej komunikacji społecznej. Celem niniejszego artykułu jest zwrócenie uwagi na stosowane metody nauczania oraz popularyzowania języka francuskiego. Wydaje się bowiem, że tylko nowoczesna praktyczna nauka języka, mocno osadzona we współczesnych realiach społecznych, kulturowych, a nawet politycznych, gwarantuje rzeczywiste i trwałe podniesienie kompetencji językowych uczących się języka, poszerzenie ich horyzontów oraz otwarcie się na inne kultury.
9
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Reflective practitioners: expectations vs facts

63%
Witkowska M.
Glottodidactica
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2010
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vol. 36
179-188
EN
Over the years of working at school teachers gain experience that is necessary for their professional development. The teaching experience may appear of little value if teachers do not reflect upon it. Reflection is the key to success in teaching. The article presents the results of a questionnaire conducted with foreign language teachers from Gorzów Wielkopolski, Poland schools who were asked about their reflection. Many teachers (95%) reported that they reflected on their teaching and even made notes (50%). The research outcomes provide interesting facts about teachers’ reflections.
10
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Wady i zalety common sense w wyjaśnianiu i rozumieniu świata społecznego

63%
Mendeluk P.
Logos i Ethos
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2017
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vol. 45
EN
The article attempts an analysis of the so called common sense. It points to its advantages and disadvantages for the process of social world cognition. In its first part, it concentrates on selected philosophical concepts that disprove the meaning of informal reasoning. Further, the category of common sense is presented as a threat to political thought and reflection. In its second part, the article concentrates on philosophical concepts that value the influence of practical knowledge on construing identity of an individual and human cognition.
PL
W artykule podejmuję próbę analizy zdrowego rozsądku, czyli tak zwanego common sense. Wskazuję jego wady oraz zalety w perspektywie poznawania świata społecznego. W pierwszej części artykułu koncentruję się na wybranych koncepcjach filozoficznych, które podważają znaczenie myślenia potocznego. Następnie kategorie common sense ujmuję jako zagrożenie dla myśli oraz refleksji politycznej. Natomiast w drugiej części artykułu poświęcam uwagę koncepcjom filozoficznym, które doceniają wpływ wiedzy zdroworozsądkowej na budowanie tożsamości jednostki oraz poznanie człowieka.
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On the Methodology of Practical Disciplines (Sciences) — From the Treatise »A Philosophy of Practicality«On the Methodology of Practical Disciplines (Sciences) — From the Treatise »A Philosophy of Practicality«

45%
Gasparski W. W.
Prakseologia
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2021-2022
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issue 163/164
17-36
EN
The paper is a new edition of a Part Four of A Philosophy of Practicality. A treatise on the Philosophy of Tadeusz Kotarbiński (1st edition: Helsinki 1992). The text is devoted to the methodology of practical sciences and terminological issues, including the very notion of practical disciplines (or sciences/arts), the concepts of design (project) and design-making, and the specificity of scientific statements in this research area. The subject of the discussion is, in particular, Kotarbiński’s concepts presented in the chapter „Practical knowledge” (Part V, Chapter 5) of the opus Gnosiology.
PL
Tekst stanowi nowe wydanie czwartej części traktatu A Philosophy of Practicality. A Treatise on the Philosophy of Tadeusz Kotarbiński (1. publ.: Helsinki, 1992, w ramach serii „Acta Philosophica Fennica”). Poświęcony jest metodologii nauk praktycznych oraz zagadnieniom terminologicznym, w tym pojęciu dyscyplin praktycznych (lub nauk/umiejętności), pojęciom projektu i projektowania oraz specyfice zdań naukowych formułowanych w ramach dyscyplin praktycznych. Omawiane i rozwijane są w szczególności koncepcje Kotarbińskiego przedstawione w rozdziale „Wiedza praktyczna” (cz. V, rozdz. 5) dzieła Elementy teorii poznania, logiki formalnej i metodologii nauk (w przekł ang.: Gnosiology). Traktat Wojciecha Gasparskiego ukazał się również w języku polskim w książce: Filozofia praktyczności. Traktat o filozofii Tadeusza Kotarbińskiego oraz similaria, Warszawa: Wydawnictwo IFiS PAN 2021 (część czwarta: s. 101–114).
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