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Światopoglądy jako źródła postaw wobec środowiska naturalnego

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Krawczyńska-Zaucha T.
Kultura-Społeczeństwo-Edukacja
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2022
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vol. 22
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issue 2
177-189
EN
The 2020 survey found that adult Poles place the environment high in the hierarchy of life values. However, deeper analysis of the survey revealed a gap between declarations and the realization of these values. Among the more than 50% of adult Poles assigning a high value to the environment in the first part of the survey, in the final, only about 2% admit that it is the most important life value they follow in their daily life choices. The purpose of this article is to answer the question of where the mentioned gap between the declaration and realization of values comes from by analyzing the phenomenon of the existence of worldviews in general and the values correlated with them. This analysis is based not only on the classical answers of Kant, Dilthey or Scheler on the phenomenon of paradigms of reality, but also includes Dawkins’ meme theory and vMEME, or values meme by Beck and Cowan. On this base, conclusions about possible directions for educational changes regarding raising to the ecological paradigm were drawn. The novelty of the article is the proposal to design the change, using modern sources of information and knowledge acquisition, often rejected by the education system.
2
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W poszukiwaniu spełnienia

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Krawczyńska-Zaucha T.
Tarnowskie Studia Teologiczne
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2015
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vol. 34
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issue 2
EN
Every man expects something more from his life than just satisfying its basic needs. As soon as the opportunity comes to justify his existence in the world, a man looks for existence and seeks happiness. The article takes the theme of human fulfillment in life. Attempting to meet the definition based on a quotation from the work of Edith Stein. Considering the correlation between the concepts of fulfillment and happiness its referring to the classical understanding of happiness of three great philosophers: Socrates, Aristotle and St. Thomas. Then examines the role of the designation of purpose in life to achieve fulfillment. At the end attempting to answer the question whether the achievement will be met today or ever.
PL
Każdy człowiek oczekuje od swojego życia czegoś więcej niż tylko zaspokojenia jego podstawowych potrzeb. Gdy tylko ma możliwość, szuka uzasadnienia swojego istnienia w świecie, celu swojego istnienia, szczęścia. Artykuł omawia temat spełnienia w życiu człowieka. Podejmuje próbę definicji spełnienia w oparciu o cytat z dzieła Edyty Stein. Rozważa korelację między pojęciami „spełnienie” i „szczęście”, odnosząc się do klasycznego rozumienia szczęścia u trzech wielkich filozofów: Sokratesa, Arystotelesa i św. Tomasza. Następnie analizuje rolę wyznaczenia celu w życiu w osiągnięciu spełnienia. Na koniec podejmuje próbę odpowiedzi na pytanie, czy osiągniecie spełnienia w dzisiejszych czasach w ogóle jest możliwe.
3
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What is the philosophy of education needed in the XXI century?

100%
Krawczyńska-Zaucha T.
Kultura-Społeczeństwo-Edukacja
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2020
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vol. 18
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issue 2
467-478
EN
The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.
4
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Jakiej filozofii potrzebuje edukacja w świecie XXI wieku?

100%
Krawczyńska-Zaucha T.
Kultura-Społeczeństwo-Edukacja
|
2020
|
vol. 18
|
issue 2
455-466
EN
The last decades have witnessed constant changes andrefor ms in education in many countries. The paradox of these changes is that they require further changes and transformations and further reforms. Education systems do not correlate with the needs of humanity in the 21st century, nor with the emerging new world view. This article aims to examine education from the global  of the world of digitization in which we live and to find an answer to the question what is the purpose of education in the 21st century. From the analyses of different pedagogicaltre nds and philosophical assumptions underlying them, a conclusion will be drawn about the need for a philosophy open to new challenges in today’s educational reality in order to achieve this goal. This article will addresskey issues of the VUCA world concerning education such as digitization, educate to the unknown, the phenomenon of global teenagers and the development of robotics.
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