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Wpływ szkoły lwowsko-warszawskiej na poglądy estetyczne Stanisława Ossowskiego i Mieczysława Wallisa

100%
Zegzuła-Nowak J.
Estetyka i Krytyka
|
2015
|
issue 3(38)
125-148
EN
The paper presents the influence of scientific postulates of Kazimierz Twardowski and his intellectual followers (among others: Tadeusz Kotarbiński, Jan Łuka-siewicz, Tadeusz Czeżowski, Władysław Witwicki, Kazimierz Ajdukiewicz) on the way in which Mieczysław Wallis and Stanisław Ossowski understood and practiced aesthetics. Both S. Ossowski and M. Wallis, respecting the scientific programme of the Lvov-Warsaw School, accepted a lot of its methodological assumptions. They both negated its traditional approach as valuating and meta-physically-oriented discipline, as opposed to the vision of scientific aesthetics. The aesthetics they practiced was supposed to be an empirical science (independ-ent of irrational and speculative elements and its principal categories were sup-posed to be approached in the anti-objective and anti-absolutist way).
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To Teach Critical Thinking and Clear Speaking. Postulates of Criticism and Clarity and the Issue of So Called General Logic

75%
Studia Semiotyczne
|
2019
|
vol. 33
|
issue 2
EN
In the paper, I have presented a portrait of Jerzy Pelc as a teacher. He followed in the footsteps of Kazimierz Twardowski and his direct disciples and tried to develop his students’ skills of critical thinking and clear speaking-the basics of good work in philosophy. These skills are connected with methodological postulates of criticism and precision which were shared by all the members of the Lvov-Warsaw School. Jerzy Pelc treated these postulates also as didactic postulates arising out of the conceptions of logical culture and general logic. In my article, I have sketched a general picture of the relation between logic and didactics, I have presented the aforementioned postulates, the concepts of logical culture and general logic and its curriculum.
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