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1
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'To Make the Enemy Immortal by the Sheer Play on Words' – on Julian Tuwim’s Pamphlets

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Stępień T., The University of Bielsko Biala D. o. C. T. a. P., tomaszdear@gmail.com
Acta Universitatis Lodziensis. Folia Litteraria Polonica
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2016
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vol. 36
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issue 6
EN
The article presents both the formal aspects of the poetics of Tuwim’s pamphlets (enumeration, hyperbole, grotesque, irony) and the figures of those who are the targets of his satirical addresses. Tuwim used verse satires to create polemical and ironic portraits of individual people (the main figure being a nationalist journalist and literary critic Stanisław Pieńkowski) as well as to ridicule state institutions, ideologies and political parties. The author also analyses pamphlet-like lyrical poems, columns and literary criticism by Julian Tuwim. In conclusion the author describes some elements of the cultural milieu which the poet refers to in his satirical writing (popular culture and the media, totalitarian ideologies, mass-society).
2
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„Paru słówek igraszką unieśmiertelnić wroga” – o pamfletach Juliana Tuwima

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Stępień T., Katedra Teorii i Praktyk Komunikacji W. H.-S., Tomasz Stępień – prof. dr hab. k. K. T. i. P. K. n. W. H.-S. A. T.-H. w. B.-B. S. i. p. n. U. Ś., tomaszdear@gmail.com
Acta Universitatis Lodziensis. Folia Litteraria Polonica
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2014
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vol. 26
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issue 4
EN
The article presents both the formal aspects of the poetics of Tuwim’s pamphlets (enumeration, hyperbole, grotesque, irony) and the figures of those who are the targets of his satirical addresses. Tuwim used verse satires to create polemical and ironic portraits of individual people (the main figure being a nationalist journalist and literary critic Stanisław Pieńkowski) as well as to ridicule state institutions, ideologies and political parties. The author also analyses pamphlet-like lyrical poems, columns and literary criticism by Julian Tuwim. In conclusion the author describes some elements of the cultural milieu which the poet refers to in his satirical writing (popular culture and the media, totalitarian ideologies, mass-society).
3
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Znany – nieznany Bóg. Uwagi na temat rozwoju doktryny niepoznawalności Boga u chrześcijańskich autorów od II do VI wieku

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Stępień T., Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Internetowy Magazyn Filozoficzny Hybris
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2013
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vol. 20
EN
The Fathers of the Church from the beginning of the Christian thought were under a strong influence of the Greek philosophy which was in this time understood mainly as the path to unity with the Supreme Being. Christian Apologists tried to convince in their apologies that Christianity is the true philosophy because it allows to reach its goal in the best and the most certain way. Apologists commonly claimed that thanks to the biblical revelation Christians have the knowledge of God which is the most perfect and accurate. We can observe such claims also in the writings of Alexandrian Fathers for whom God is somehow known even at the highest mystical experiences. The Christian doctrine of the knowledge of God changed radically in the fourth century AD in the writings of Cappadocian Fathers who defended the orthodox faith against the Arians. The most famous of them - Eunomius claimed that the essence of God is to be unbegotten. Basil the Great and Gregory of Nyssa answered him that we cannot know the essence of God and none of his attributes can be understood as his essence. The Cappadocian Fathers were the founders of the Christian doctrine of unknowability of God, and they formulated it in the precise philosophical language. They also made a great contribution to the further development of this doctrine. Dialectic arguments showed only one aspect of unknowability of God; another one was the darkness in the ultimate mystical experience. Gregory of Nyssa explained it well in his Life of Moses, but this teaching reached its ultimate figure in writings of Pseudo-Dionysius Areopagite - unknown author from the end of the fifth century AD. Pseudo-Dionysius claimed that the best knowledge which we can have of God is ignorance. The man can reach this knowledge only at the highest stage of mystical life at the apophatic way. The conclusion of this brief analysis of unknowability of God in the Patristic tradition is the statement that there were two main stimulants of its evolution: theoretical and mystical. For both of them the key role played the Greek philosophy which was an inspiration in creative explanation of the Holy Scripture made by the Fathers of the Church.
4
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The Understanding of Symbols and Their Role in the Ascent of the Soul to God in Pseudo-Dionysius the Areopagite and Nicholas of Cusa

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Stępień T.
Roczniki Filozoficzne
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2015
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vol. 63
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issue 2
85-103
PL
Niniejszy artykuł podejmuje problem zmian w postrzeganiu symbolu jako istotnego czynnika życia duchowego w łonie filozofii neoplatońskiej. Wydaje się, że to starożytni neoplatonicy pogańscy pierwsi zdali sobie sprawę z tego, jak wielką rolę posiada symbol we wznoszeniu się duszy ku Bogu. Włączyli oni do rozumienia filozofii jako drogi do zjednoczenia z Jednym zaczerpniętą z Wyroczni Chaldejskich i Pism hermetycznych naukę o obrzędach teurgicznych, podczas których używano świętych symboli. Pierwsza część tego artykułu podejmuje próbę ukazania spotkania filozofii z tak pojętym rozumieniem symbolu. Szczególnie ważne dla rozumienia późniejszego pojmowania symboli przez Mikołaja z Kuzy miały używane w najwyższej części rytów teurgicznych symbole matematyczne. Druga część artykułu ukazuje w jaki sposób Pseudo-Dionizy Areopagita przekształca naukę swoich pogańskich poprzedników. Najbardziej istotnym elementem nauki Dionizego jest swego rodzaju wyłączenie symboli z porządku kosmicznego i umieszczenie ich w porządku zbawczym, który gruntuje się na Objawieniu. Prawdziwe symbole dla Pseudo-Dionizego to znaki sakramentalne obecne w liturgii Kościoła. Taka transformacja rozumienia symbolu sprawiła, że symbole matematyczne utraciły swoje wcześniejsze znaczenie. Powyższe analizy umożliwiły ukazanie w ostatniej części niniejszego artykułu kolejnej transformacji rozumienia symbolu, która miała miejsce w filozofii Mikołaja z Kuzy. Piętnastowieczne odrodzenie neoplatonizmu i pitagoreizmu spowodowało powrót do mistycznego traktowania symboli matematycznych, ale jednocześnie zostały one odarte ze rytualnego kontekstu obecnego w starożytnych tekstach.
EN
This article considers the issue of changes in the understanding of symbols as an integral part of spiritual life in Neoplatonic philosophy. It seems that ancient Neoplatonic philosophers were the first who clearly realized the importance of symbols to spiritual life. However, it happened due to the influence of the mystical Chaldean and Egyptian thought transferred to philosophical investigation by the Chaldean oracles and Corpus hermeticum. The late Neoplatonic thought of Iamblichus and Eastern Neoplatonic schools used symbols and rituals as integral parts of philosophical investigation, understood as having a mystical goal. Especially mathematical symbols played a significant role, because they were used in the most advanced theurgical rituals. This analysis of the pagan Neoplatonic philosophy permits us to show properly the thought of Pseudo-Dionysius the Areopagite, who creatively transformed the teaching of his pagan predecessors, by incorporating ancient Neoplatonic tradition into Christian theology. Pseudo-Dionysius excludes liturgical symbols from the order of the cosmos and transfers them to the plane of Salvation grounded in Biblical Revelation. Only true symbols are used in the liturgy of the Church, and thus mathematical symbols are no longer needed in the ascent of the soul to unity with God. The third part analyzes the meaning of symbolism in the thought of Nicolas of Cusa. Thanks to the rediscovery of ancient pagan Neoplatonism and Pythagorean thought, Cusanus also brings new life to the mystical meaning of mathematics. Mathematical symbols once again become an important part of the mystical ascent of the soul, but this time without their ritual context.
5
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Filozofia i humanistyka w edukacji inżynieryjno-technicznej na przykładzie nanotechnologii. Metody i zagadnienia

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Stępień T.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2014
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issue 25
175 - 187
EN
The accelerated development and mass-dissemination of new technologies have also changed the didactics’ patterns of higher education. This concerns especially engineers’ higher education with underlying significance of philosophy and humanities in the study programmes. Concerning methods the article presents on the base of ongoing projects the implementation of new didactic forms including ICT (e-learning) and its enlargement by the didactic in foreign language by using the CLIL method. As far the programmes and contents the article focuses on nanotechnology with the conception of technology assessment, technoscience and converging technologies which are at the same time the objective of didactics as well as research works on the point of junction between humanities and engineering sciences.
6
Content available remote

Zmierzch alpinizmu?

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Stępień T.
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2013
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vol. 11
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issue 2(21)
225-234
EN
The essay presents the changes in Polish and world alpinism / Himalaya mountaineering perceived as a particular cultural practice. Commercialization of high-mountain mountaineering (symbolized by crowds of rich amateurs climbing the Mount Everest) and pursuing personal success at any price (the case of Polish Broad Pick winter expedition) lead to tragedies and erosion of ideology and ethos of this once elite sport. In spite of this high (and the highest) mountains remain an object of interest for professional alpinists and ever growing group of high-mountain tourists.
7
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Instytut Dialogu Religii i Kultury

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Kawecki W., Stępień T.
Studia Theologica Varsaviensia
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2013
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vol. 51
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issue 1 - Numer Jubileuszowy 1963-2013
181-196
8
Content available remote

Potrzeby aktywności edukacyjnej i rozwoju kompetencji kluczowych osób dorosłyc

63%
Mazurek E., Stępień T.
Edukacja Ustawiczna Dorosłych
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2019
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issue 3
62-77
PL
W ramach konkursu „Zwiększenie dostępu osób dorosłych do różnych form uczenia się przez całe życie poprzez przygotowanie szkół do pełnienia roli Lokalnych Ośrodków Wiedzy i Edukacji”, ogłoszonego przez Ministerstwo Edukacji Narodowej w latach 2017–2018, zrealizowano trzy projekty finansowane ze środków Unii Europejskiej i budżetu państwa, w efekcie których powstało 50 Lokalnych Ośrodków Wiedzy i Edukacji (LOWE) w Polsce. Celem LOWE jest organizowanie pozaformalnej edukacji dorosłych w ich najbliższym otoczeniu. W artykule przedstawiono założenia metodologiczne oraz wyniki badań przeprowadzonych w ramach projektu „Akademia Wiedzy Koniecznej – nowe oblicze szkoły jako Lokalnego Ośrodka Wiedzy i Edukacji”, którego Beneficjentem była Politechnika Wrocławska. Celem badań była diagnoza potrzeb w zakresie aktywności edukacyjnej i rozwoju kompetencji kluczowych osób dorosłych tworzących społeczność lokalną, w której planowano utworzyć LOWE. W ramach badań przeprowadzono analizę dokumentów oraz 40 zogniskowanych wywiadów grupowych z udziałem potencjalnych odbiorców oferty LOWE i specjalistów reprezentujących instytucje działające w otoczeniu LOWE. Wyniki badań posłużyły do przygotowania wstępnej oferty edukacyjnej 20 LOWE usytuowanych na obszarach miejskich, miejsko-wiejskich i wiejskich.
EN
As part of the competition „Increasing the access of adults to various forms of lifelong learning by preparing schools to become Local Centers of Knowledge and Education” announced by the Ministry of National Education, in 2017–2018 three projects funded by the European Union and country budget were implemented. As a result of the projects 50 Local Centers of Knowledge and Education were opened in Poland. The aim of them is organizing non-formal education for adults in their nearest environment. The article presents methodology and results of the research conducted as part of the project “Academy of Necessary Knowledge – a new face of the school as a Local Center of Knowledge and Education”, which the Beneficiary was Wroclaw University of Science and Technology. The aim of research was to diagnose the needs of adults in the area of education activity and key competences’ development. The research was performed based on the formal documents analysis and 40 focus interviews with adults (potential learners) and specialists from the institutions in their nearest environment. The results were used to prepare educational offer in 20 Local Centers of Knowledge and Education situated in urban and rural areas. face of the school as a Local Center of Knowledge and Education”.
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